增材制造技术课程思政的系统化实施路径探索与实践——从元素挖掘到体系构建

Exploration and Practice of Systematic Implementation Pathways for Curriculum Ideological and Political Education in Additive Manufacturing Technology—From Element Mining to System Construction

摘要: 课程思政是应用型高校落实立德树人根本任务的重要抓手，但新设工科专业课程常面临思政元素零散、实施主线模糊等现实困境。本文以《增材制造技术》课程为对象，探索了从元素挖掘到体系构建的系统化实施路径。首先确立了以“技术报国”为价值引领、以“精益求精”为职业操守、以“绿色发展”为社会责任的三维思政目标框架；继而确立了案例筛选的双重标准——同时服务于“讲透知识点”与“传递价值观”，并将优选案例系统分配至四大教学模块：历史纵深、技术伦理、实践素养和应用视野；最后通过案例式与项目式教学融合、多元评价机制保障等手段，确保思政教育落地见效。实践表明，该路径能够有效实现专业教育与价值引领的有机统一，为新工科课程思政建设提供可复制的范式参考。

Abstract: Curriculum ideological and political education is essential for application-oriented universities in fulfilling the fundamental mission of cultivating virtue through education. However, newly established engineering programs often struggle with fragmented ideological elements and ambiguous implementation threads. Taking the Additive Manufacturing Technology course as a case study, this paper explores a systematic pathway for implementing ideological and political education, progressing from element mining to system construction. First, a trinity of objectives was defined: the commitment to “serving the country via technology,” the craftsmanship spirit of “striving for excellence,” and the sense of responsibility for “green development.” Second, a dual criterion for case selection was formulated: each case must simultaneously “clarify knowledge points” and “convey values.” Selected cases were systematically allocated across four teaching modules: technology and industry development, technological ethics, practical literacy, and multi-domain applications. Finally, the integration of case-based and project-based teaching, along with a diversified evaluation mechanism, ensured the effective delivery of ideological and political education. Practice demonstrates that this pathway effectively unifies professional education with value guidance, providing a replicable model for integrating ideological and political education into emerging engineering curricula.