《金属学及热处理》课程思政“知识–能力–价值”三维评价体系构建与实践

Construction and Practice of a Three-Dimensional Evaluation System of “Knowledge-Ability-Value” for Ideological and Political Education in the Course “Metallurgy and Heat Treatment”

摘要: 《金属学及热处理》是国内绝大多数材料类院校开设的核心专业基础课，其知识体系从晶体结构、晶体缺陷、扩散理论到相变与热处理工艺，构成了材料学科认知世界的元方法，是学生从本科到研究生科研思维养成的关键训练载体。然而，当前部分高校以“课程整合”、“学时优化”之名弱化甚至取消该课程，实质上割裂了材料学科的知识根基。本文立足华中科技大学本科生教学研究项目“材料类专业课程思政‘知识–能力–价值’三维评价体系构建研究”的实践，首先批判这种“去金属学化”倾向的短视性，继而系统分析当前课程思政评价存在的维度单一、指标同质、方法简单等核心问题，并从专业知识与前沿科研的系统衔接、思政元素的深度融入路径、三维评价体系的构建与实施三个层面展开改革实践。本文在结语中回归对课程不可替代性及其时代创新路径的总体论述，为同类课程的守正创新提供参考。

Abstract: Physical Metallurgy and Heat Treatment is a core professional foundational course offered by the vast majority of materials science institutions in China. Its knowledge system—spanning from crystal structure, crystal defects, and diffusion theory to phase transformations and heat treatment processes—constitutes the meta-methodology for understanding the material world and serves as a critical training vehicle for cultivating students’ scientific research thinking from undergraduate to graduate levels. However, some universities have recently weakened or even abolished this course under the pretext of “curriculum integration” and “class hour optimization”, essentially severing the knowledge foundation of materials science as a discipline. Based on the practice of the undergraduate teaching research project “Construction of the ‘Knowledge-Ability-Value’ Three-Dimensional Evaluation System for Curriculum Ideological and Political Education in Materials Science Courses—A Case Study of Physical Metallurgy and Heat Treatment” at Huazhong University of Science and Technology, this paper first critiques the short-sightedness of this “de-metallurgy” tendency, then systematically analyzes the core problems in current curriculum ideological and political evaluation, namely single-dimensional evaluation, homogenized indicators, and oversimplified methods, subsequently carries out reform practices from three aspects: systematic integration of professional knowledge with frontier research, deep embedding pathways of ideological and political elements, and the construction and implementation of a three-dimensional evaluation system. The paper concludes by returning to an overall discussion of the course’s irreplaceability and its path of innovative development in the new era, providing a reference for the preservation and innovation of similar courses.