基于P-MASE的课程思政教学模式探索与应用

Exploration and Application of Curriculum Ideological and Political Education Based on P-MASE Teaching Mode

摘要: 针对课程思政教学中长期存在的思政元素硬嵌入、价值引领与专业教学两张皮等困境，引入P-MASE研究性学习模式，构建了一种以真实问题为驱动、将价值塑造有机贯穿于完整探究过程的教学模式。研究从理论层面揭示了P-MASE五环节与课程思政育人目标的内在契合机理，阐明了其问题驱动、自主探究和深度反思的认知路径与价值观内化机制的同构关系。在实践层面，设计了涵盖问题情境创设、伦理审查准入、辩证分析工作坊、伦理论证听证及结构化反思评价等操作性策略的完整实施方案，并建立了过程性、表现性和增值性三位一体的育人成效评价体系。该模式突破了传统教学中思政融入环节化、互动浅层化、内化不足等局限，为不同学科专业提供了一种依托研究过程机制的通用型课程思政教学范式。

Abstract: Addressing the longstanding challenges in curriculum-based ideological and political education, such as the mechanical insertion of ideological content and the disconnect between value guidance and disciplinary instruction, this letter proposes a P-MASE inquiry-based learning model and develops a problem-driven teaching framework in which value cultivation is organically embedded throughout the entire inquiry process. Theoretically, the study reveals the inherent compatibility mechanism between the five stages of P-MASE and the educational objectives of curriculum ideological and political education, and clarifies the structural congruence between its cognitive pathway of problem-driven learning, autonomous inquiry, and deep reflection and the mechanism of value internalization. Practically, a comprehensive implementation plan is designed, encompassing operational strategies such as problem-context creation, ethical review checkpoints, dialectical analysis workshops, ethical argumentation hearings, and structured reflection evaluation, while a trinity evaluation system integrating process-oriented, performance-based, and value-added dimensions is established. This model overcomes the limitations of traditional instruction, including fragmented ideological integration, superficial interaction, and insufficient value internalization, and offers a transferable paradigm for curriculum ideological and political education across disciplines, grounded in the mechanism of the research process.