新工科背景下地方应用型高校高等数学课程思政的“点线面体”模型构建

Construction of the “Point-Line-Plane-Solid” Model for Curriculum Ideology and Politics in Advanced Mathematics Courses at Local Applied Universities under the Background of Emerging Engineering Education

摘要: 面向新工科建设与教育强国战略要求，地方应用型高校高等数学课程思政建设仍存在思政元素嵌入碎片化、专业融入不足等问题。基于系统科学“要素–结构–生态–系统”演化逻辑，本文构建高等数学课程思政的“点线面体”模型。“点层”侧重知识点、思政点、专业点与产业科技点的识别与融合；“线层”强调知识线、思政线、专业线、能力线和产教对接线的结构化串联；“面层”依托跨学科、跨课堂与校企协同拓展课程思政育人场域；“体层”通过课程重构、主体协同与过程评价促进知识、能力、价值三维目标的整体生成。该模型可为地方应用型高校课程思政建设提供参考。

Abstract: In the context of the Emerging Engineering Education construction and the strategy of building a leading country in education, the curriculum ideology and politics in Advanced Mathematics courses at local applied universities still face problems such as fragmented embedding of ideological-political elements and insufficient professional integration. Based on the evolutionary logic of “elements-structure-ecology-system” in systems science, this paper constructs a “point-line-plane-solid” model for curriculum ideology and politics in Advanced Mathematics. The “point level” focuses on identifying and integrating knowledge points, ideological-political points, professional points, and industrial and technological points. The “line level” emphasizes the structured connection of knowledge lines, ideological-political lines, professional lines, competency lines, and industry-education alignment lines. The “plane level” expands the educational field of curriculum ideology and politics through interdisciplinary collaboration, cross-classroom collaboration, and university-enterprise cooperation. The “solid level” promotes the holistic generation of the three-dimensional objectives of knowledge, competency, and values through curriculum reconstruction, multi-stakeholder collaboration, and process evaluation. This model can serve as a reference for the construction of curriculum ideology and politics at local applied universities.