《大学物理》中“感生电动势”课程思政要素挖掘与融入

Exploration and Integration of Curriculum-Based Ideological and Political Elements in the “Induced Electromotive Force” Section of “University Physics”

摘要: 课程思政是新时代理工科公共基础课实现立德树人目标的重要路径。大学物理作为理工科本科生公共基础必修课程，既承担科学知识传授与科学思维训练任务，也蕴含着丰富的价值引领资源。然而，在教学实践中，常存在思政要素与知识点脱节的问题，影响育人效果。本文以大学物理电磁学模块中的“感生电动势”为例，结合科学史与生活化应用，从概念提出的科学创新精神出发，挖掘磁悬浮台灯、无线充电等日常应用中的思政要素，提出情境教学–科学史教育–问题探究式学习的教学路径。通过设计问卷调查的实证评价方案，检验教学效果。研究表明，将思政元素嵌入物理问题和真实应用情境，有助于避免课程思政与知识教学脱节现象，为大学物理课程思政建设提供了可借鉴的实践思路。

Abstract: Curriculum-based ideological and political education is an important approach for public foundational courses in science and engineering to fulfill the fundamental task of fostering virtue through education in the new era. As a compulsory public foundational course for undergraduate students in science and engineering, University Physics not only undertakes the tasks of imparting scientific knowledge and cultivating scientific thinking, but also contains rich resources for value guidance. In teaching practice, however, ideological and political elements are often disconnected from disciplinary knowledge, which weakens the effectiveness of education. Taking “induced electromotive force” in the electromagnetism module of University Physics as an example, this paper integrates the history of science with life-oriented applications. Starting from the scientific spirit of innovation embodied in the formation of the concept, it explores the ideological and political elements embedded in everyday applications such as magnetic levitation lamps and wireless charging. On this basis, a teaching pathway combining situational teaching, history-of-science education, and problem-based inquiry learning is proposed. In addition, an empirical evaluation scheme based on questionnaire surveys is designed to examine the teaching effectiveness. The study shows that embedding ideological and political elements into physical problems and real-life application contexts can help avoid the separation between curriculum-based ideological and political education and knowledge instruction. This approach provides a practical and referential pathway for the construction of ideological and political education in University Physics courses.