价值引领下的数理基础课教学重构——从“思政元素”到“思政生态”的跃迁

Teaching Reconstruction of Mathematical and Physical Foundational Courses under Value Guidance—The Transition from “Ideological and Political Elements” to an “Ideological and Political Ecosystem”

摘要: 数理基础课是理工科人才培养体系中的核心支撑课程，具有受众覆盖面广、教学学时跨度长、科学思想方法基础性突出等特点，是高校落实立德树人根本任务、推进课程思政高质量建设的核心载体。当前高校数理基础课课程思政实践普遍存在思政元素碎片化嵌入、课程群协同育人机制缺失、课堂内外育人链条脱节、教学评价停留于表层合规等现实困境。本文基于教育生态理论与协同育人理论，提出由“思政元素单点嵌入”向系统“思政生态全域建构”转型的教学重构逻辑；界定思政生态核心内涵，以高等数学、大学物理、理论力学、工程力学、概率论与数理统计等数理课程群为依托，通过教学内容互联、育人方法互嵌、师资团队协同、育人环境共建，构建纵向贯通、横向联动、深度融合的三维理论架构。从课程群协同共建、教学全流程再造、第二课堂与隐性思政环境耦合、多元闭环评价体系重构四个维度，系统设计可复制、可推广的实施路径。研究表明，数理基础课课程思政建设应跳出零散案例简单植入的传统范式，转向课程目标、教学内容、课堂活动、实践平台与评价机制的整体性系统重塑，实现知识传授、能力培养与价值塑造三位一体同向同行，为新工科背景下理工科数理基础课课程思政体系化建设提供理论参考与实践范式。同时深入探讨实施策略与现实挑战分析，从体制性、资源性、文化性障碍三个层面提出跨院系协作、教师培训支持、资源平台建设与质量保障机制，以增强思政生态模式的可操作性和可持续性。

Abstract: Mathematical and physical basic courses serve as the core support of the talent training system for science and engineering majors. With the characteristics of wide coverage, long teaching cycle and profound scientific methodological foundation, they are essential carriers for implementing the fundamental task of moral education and promoting the high-quality development of curriculum ideological and political education in universities. At present, the practical construction of curriculum ideological and political education in mathematical and physical basic courses is confronted with prominent dilemmas, such as fragmented embedding of ideological and political elements, lack of collaborative education mechanism among curriculum groups, disconnection of education chain inside and outside the classroom, and superficial evaluation focusing only on formal compliance. Based on the educational ecology theory and collaborative education theory, this paper puts forward the teaching reconstruction logic of transforming from scattered single-point embedding of “ideological and political elements” to systematic overall construction of “ideological and political ecosystem”. It defines the connotation of ideological and political ecosystem, takes mathematical and physical curriculum groups including advanced mathematics, college physics, theoretical mechanics, engineering mechanics, probability theory and mathematical statistics as the carrier, and constructs a three-dimensional theoretical framework of “vertical penetration, horizontal linkage and deep integration” through interconnection of teaching content, embedding of educational methods, collaboration of teachers and co-construction of educational environment. This paper systematically designs replicable and popularizable implementation paths from four dimensions: collaborative construction of curriculum groups, reconstruction of the whole teaching process, coupling of the second classroom and implicit ideological and political environment, and reconstruction of multi-dimensional closed-loop evaluation system. The research concludes that the construction of curriculum ideological and political education in mathematical and physical basic courses should break away from the traditional paradigm of simple implantation of scattered cases, turn to the overall systematic reshaping of curriculum objectives, teaching content, classroom activities, practice platforms and evaluation mechanisms, and realize the coordinated development of knowledge imparting, ability cultivation and value shaping. It provides theoretical reference and practical paradigm for the systematic construction of curriculum ideological and political education of mathematical and physical basic courses under the background of emerging engineering education. This study further analyzes implementation strategies and practical challenges, and proposes targeted mechanisms for cross-departmental collaboration, teacher training, resource support and quality assurance from institutional, resource-based and cultural dimensions, thereby enhancing the operability and sustainability of the ideological and political ecosystem model.