混合式教学模式下高校“无机非金属材料热工设备”课程思政建设路径探究

Exploring the Construction Path of Ideological and Political Education in the Course “Thermal Equipment for Inorganic Nonmetallic Materials” under the Blended Teaching Mode in Higher Education

摘要: 在工程教育专业认证与课程思政双重改革背景下，“无机非金属材料热工设备”长期存在“重技术轻伦理、重图纸轻情怀、重进口轻国产”倾向，课程思政建设面临元素悬浮、载体单一、评价缺失等困境。对此，我们以混合式教学为平台，“匠心筑器、安全报国”为思政主线，构建了“线上装备史浸润–线下案例思辨–虚拟仿真责任实训”三阶递进的教学路径。具体措施包括：重构教学目标，搭建“大国重器 + 事故警示 + 绿色技术”三维线上资源库，设计案例思辨式对分课堂，在虚拟仿真环节增设责任反思机制，并将思政表现纳入过程性考核体系。教学实践结果显示，该模式显著提升了学生的专业认同感、工匠精神与工程伦理意识，实现了专业知识与价值引领的有机融合。

Abstract: Against the backdrop of dual reforms in engineering education accreditation and value-based curriculum development, the course “Thermal Equipment for Inorganic Nonmetallic Materials” has long suffered from tendencies that prioritize technology over ethics, blueprints over humanistic concern, and imported over domestic equipment. The integration of value-based education faces challenges such as disconnected ideological elements, monotonous delivery formats, and a lack of assessment mechanisms. To address these issues, we adopt a blended teaching model and establish “craftsmanship in equipment building, safety for the nation” as the overarching ideological-political theme. A three-stage progressive teaching pathway is constructed, comprising: (1) online immersion in the history of equipment, (2) offline case-based reflective dialogue, and (3) virtual simulation with responsibility training. Specific measures include restructuring teaching objectives, building a three-dimensional online resource bank covering “national heavy equipment, accident warnings, and green technologies,” designing a case-based reflective PAD (Presentation-Assimilation-Discussion) classroom, incorporating a responsibility reflection mechanism into virtual simulation exercises, and integrating ideological-political performance into the formative assessment system. Teaching practice shows that this model significantly enhances students’ professional identity, craftsmanship spirit, and engineering ethics awareness, achieving an organic integration of professional knowledge acquisition and value guidance.