协同育人机制下民事诉讼法学课程思政教学改革的路径建构

The Path Construction of Ideological and Political Teaching Reform in Civil Procedure Law Courses under the Collaborative Education Mechanism

摘要: 民事诉讼法学作为法学专业核心课程，兼具程序法理论深度与实践应用广度，天然蕴含程序正义、诚实信用、司法为民等丰富的思政育人资源，在课程思政建设中具有独特优势。然而，当前民事诉讼法课程思政实践面临思政元素融入“表层化”、教学主体“单兵作战”、教学评价“一元化”三重困境。对此，在学理层面对民事诉讼法学课程思政的内在机理进行系统考察，从本体论意义上阐明民事诉讼程序价值与思政育人的内在契合、案例教学法与思政教育的方法论同构，以及实践性特征带来的思政融入优势。在此基础上，通过借鉴协同育人理论，从教学目标体系重构、复合型教学团队建设、考核评价机制改革三个维度，探索构建以案例教学为载体的协同育人新路径，进而促进“知识传授–价值塑造–能力培养”的有机统一。

Abstract: Civil Procedure Law, as a core course in the law major, combines the theoretical depth of procedural law with the breadth of practical application. It naturally contains rich ideological and political education resources such as procedural justice, honesty and credit, and judicial service for the people, and has unique advantages in the construction of ideological and political education in courses. However, the current ideological and political practice in the civil procedure Law course is confronted with three major predicaments: the “superficial” integration of ideological and political elements, the “solo operation” of teaching subjects, and the “unification” of teaching evaluation. In this regard, a systematic examination of the internal mechanism of ideological and political education in civil procedure law courses is conducted at the theoretical level. From an ontological perspective, it clarifies the intrinsic alignment between the procedural value of civil litigation and ideological and political education, the methodological isomorphism between case teaching methods and ideological and political education, as well as the advantages of integrating ideological and political education brought about by practical characteristics. On this basis, by drawing on the theory of collaborative education, a new path of collaborative education with case teaching as the carrier is explored and constructed from three dimensions: the reconstruction of the teaching objective system, the construction of a composite teaching team, and the reform of the assessment and evaluation mechanism, thereby promoting the organic unity of “knowledge imparting - value shaping - ability cultivation”.