数字化赋能思政课研究的热点与趋势

Research Hotspots and Trends in Digitally Empowering Ideological and Political Education Courses

摘要: 本文基于中国知网(CNKI) 2004~2024年间2038篇相关文献，运用CiteSpace等工具对数字化赋能思政课研究领域进行了系统的文献计量与可视化分析。研究发现，该领域的研究热度整体上保持上升趋势，但核心作者群尚未形成，研究力量呈现出分散的特征。研究热点主要聚焦于三大主题：一是数字化技术驱动思政课在教学识别、资源优化及评价革新等方面的变革；二是思政课教学模式创新与改革；三是宏观层面的思政教育体系构建与教师发展。文章最后指出当前研究存在“重应用、轻理论”、实证支持不足等问题，并展望未来，提出应深化“数字思政”理论根基、推动实证研究范式转型、构建系统化教师发展支持体系，以促进该领域向体系化、科学化方向发展。

Abstract: Based on a dataset of 2038 relevant publications retrieved from the China National Knowledge Infrastructure (CNKI) spanning the years 2004 to 2024, this paper employs tools such as CiteSpace to conduct a systematic bibliometric and visualization analysis of the research field concerning the digital empowerment of Ideological and Political Education (IPE) courses. The study reveals that, while research activity in this domain has generally maintained an upward trajectory, a core group of leading authors has yet to coalesce, and research efforts remain characterized by a fragmented distribution of expertise. Research hotspots primarily converge around three major themes: first, the transformation of IPE courses—driven by digital technologies—in areas such as instructional identification, resource optimization, and assessment innovation; second, the innovation and reform of pedagogical models for IPE courses; and third, the macro-level construction of the IPE system and the professional development of educators. In conclusion, the paper identifies current shortcomings in the literature—specifically, an overemphasis on practical application at the expense of theoretical depth, as well as a dearth of empirical support—and offers a forward-looking perspective. It proposes that future efforts should focus on deepening the theoretical foundations of “Digital IPE”, facilitating a paradigm shift toward empirical research, and establishing a systematic support framework for teacher development, thereby steering this field toward a more systematic and scientifically rigorous trajectory.