“双碳”目标背景下新能源材料与技术研究生课程思政的叙事框架重构——从技术讲授到文明叙事

Reconstructing the Narrative Framework of Ideological and Political Education in the Postgraduate Course New Energy Materials and Technologies under the “Dual Carbon” Background—From Technical Instruction to Civilizational Narrative

摘要: “双碳”目标的提出为新能源材料与技术课程思政提供了全新的时代语境，但当前教学中的思政叙事仍以“爱国奉献”“技术追赶”为主导框架，难以充分回应“双碳”目标所蕴含的文明转型意涵，也未能有效契合研究生群体的认知水平和国际视野需求。本文基于叙事理论的分析视角，通过对国内多所高校硕士研究生教学大纲的系统文本分析，揭示传统叙事框架在格局、深度和主体三个维度的结构性局限，并在此基础上提出从“技术讲授”升级为“文明叙事”的叙事框架重构路径。文明叙事以“人类能源文明转型的大历史”为总体框架，从时间维度(300年能源史)、空间维度(全球能源治理)和价值维度(全球可持续发展价值)三个向度实现叙事格局的系统扩展。具体路径以“能源文明转型”重构课程开篇的问题意识，以“全球责任与国际合作中的中国角色”重构课程的价值内核，以“基于国情的创新路径与全球贡献”重构课程的实践指向。本文认为，文明叙事并非取代“追赶叙事”，而是在其基础上叠加更高层次的叙事维度，使研究生课程思政从“贴标签”升级为“有机融入”，从单一的民族叙事升华为兼具民族自觉与全球关怀的复合叙事。文章最后讨论了文明叙事框架实施所需的支撑体系，以及教学中处理竞争逻辑与共生逻辑张力的策略。

Abstract: The introduction of the “Dual Carbon” strategy has provided a new contemporary context for ideological and political education in the course of New Energy Materials and Technologies. However, the current ideological and political narrative in teaching is still dominated by frameworks of “patriotic dedication” and “technological catch-up”, which inadequately address the civilizational transition implications embedded in the “Dual Carbon” goals, and fail to effectively match the cognitive level and international perspective of postgraduate students. Through systematic textual analysis of postgraduate teaching syllabi from multiple domestic universities, this paper reveals the structural limitations of the traditional narrative framework in three dimensions—scope, depth, and subject—and proposes a reconstruction path to upgrade from “technical instruction” to “civilizational narrative”. The civilizational narrative adopts the “grand history of the transformation of human energy civilization” as its overarching framework, systematically expanding the narrative scope through three dimensions: the temporal dimension (300 years of energy history), the spatial dimension (global energy governance), and the value dimension (global sustainable development values). Specifically, the path reconstructs the course’s initial problem awareness with “energy civilization transition”, reshapes the course’s value core with “global responsibility and China’s role in international cooperation”, and reorients the course’s practical direction with “context-based innovative pathways and global contributions”. This paper argues that civilizational narrative does not replace the “catch-up narrative”, but rather superimposes a higher-level narrative dimension on its foundation, thereby upgrading postgraduate ideological and political education from mere “labeling” to “organic integration”, and elevating it from a single national narrative to a composite narrative that combines national self-awareness with global concern. The paper also discusses the support systems necessary for implementing the civilizational narrative framework and strategies for addressing the tension between competitive and symbiotic logics in teaching.