思政课教学中大学生理论思维能力的培育

Cultivating College Students’ Theoretical Thinking Ability in Ideological and Political Theory Courses

摘要: 理论思维能力是大学生应当具备的核心素养，思政课在培育这一能力上具有独特优势。马克思主义理论本身就是理论思维的典范形态，思政课“讲道理”的本质与理论思维的发生过程同构。当前思政课教学存在概念教学名词化、教学过程结论化、考核方式记忆化三重倾向，制约了思维培育功能的实现。为此，应以问题链重构课堂教学，把教材结论还原为理论问题；以文本追踪转变经典研读方式，把读结论转向读方法；以过程性评价牵引思维训练，把考核从“记住没有”转向“会不会想”，推动思政课教学从以知识为中心向以思维为中心深化。

Abstract: Theoretical thinking ability is a core competency that college students should possess, and ideological and political theory courses enjoy unique advantages in cultivating it. Marxist theory is itself an exemplary form of theoretical thinking, and the essential character of ideological and political theory courses, namely “reasoning out the truth”, is isomorphic with the generative process of theoretical thinking. At present, however, the cultivation of theoretical thinking is constrained by three tendencies in teaching: the nominalization of concept teaching, the conclusion-oriented teaching process, and the memorization-based assessment. To remove these constraints, classroom teaching should be reconstructed through problem chains so that textbook conclusions are restored to theoretical questions; the reading of classic texts should be shifted from reading conclusions to tracing methods; and process-based evaluation should be adopted to turn assessment from “whether students remember” into “whether students can think”. These measures jointly promote the transformation of ideological and political theory course teaching from knowledge-centered to thinking-centered.