研究生课程思政的隐性融入路径——以《园艺植物分子实验操作技术》理论课程为例

A Path of Recessive Integration for Postgraduate Curriculum Ideology and Politics—A Case Study of the Theoretical Course Horticultural Plant Molecular Experimental Techniques

摘要: 研究生课程思政多沿用本科阶段的模式，难以有效回应研究生在科研工作中遇到的数据记录、论文署名、伦理判断等实际问题。本文从科研规范与学术精神入手，提出一条隐性思政的融入路径，构建了“技术规范→科学精神→学术品格”的三阶映射框架，并以《园艺植物分子实验操作技术》理论课程为例进行实践论证。该路径主张思政元素内生于技术逻辑，通过追问“为什么”、设置困境、引入反面案例等方式，将严谨、诚信、责任等价值观自然嵌入研究生教学。这一模式为回应研究生的科研道德困境提供了新的视角与可行路径，有助于推动专业教育与价值塑造在研究生课程中的深度融合。

Abstract: Curriculum-based ideological and political education in postgraduate programs often inherits the “grand narrative” model from undergraduate education, which fails to effectively address the practical issues postgraduate students encounter in their research work, such as data recording, authorship attribution, and ethical judgment. This paper puts forward a path of recessive ideological integration based on scientific norms and academic spirit, and constructs a three-tier mapping framework of “technical norms → scientific spirit → academic character”, taking the theoretical course Horticultural Plant Molecular Experimental Techniques as a practical case. This path holds that ideological and political elements originate endogenously from technical logic. By raising exploratory questions, setting ethical dilemmas and introducing negative cases, values including rigor, integrity and responsibility are naturally integrated into postgraduate teaching. This model offers a new perspective and a feasible pathway for addressing postgraduates’ dilemmas of research ethics, with the potential to promote the in-depth integration of professional education and value cultivation in postgraduate courses.