《学科教学法》课程思政的体系化构建与实践

Systematized Construction and Practice of Curriculum-Based Political and Ideological Education in the Subject Pedagogy Course

摘要: 教育类课程思政建设普遍面临思政元素与课程内容“两张皮”的困境，其根源在于抽象的价值理念缺乏可操作的转化机制。本研究以宁夏大学雷晓庆构建的课堂教学公平指标体系为嵌入工具，以职业技术师范教育专业核心课程《学科教学法》为载体，通过建立“指标–章节”映射关系、开发“案例库 + 工具包”双核资源体系、构建基于布鲁姆情感目标分类学的“诊断–形成–总结”五层级评价闭环，形成了“双线四维”课程思政建设模式。实践表明，该模式将“公平执教”从抽象的理念转化为可教、可学、可评的具体教学行为，有效提升了师范生的公平执教意识与能力，为教育类课程思政的体系化建设提供了可复制的实践路径。

Abstract: Curriculum-based political and ideological education in education-related programs commonly faces the challenge of disconnection between ideological elements and course content, rooted in the lack of operable mechanisms for translating abstract values into practice. This study adopts the Classroom Teaching Equity Indicator System as an embedded tool, and takes Subject Pedagogy as its research vehicle. By establishing an “indicator-chapter” mapping framework, developing a dual-core resource system comprising a “case library and tool kit”, and constructing a five-tiered “diagnostic - formative - summative” evaluation loop grounded in Bloom’s Taxonomy of Affective Domain, the study formulates a “dual-line, four-dimensional” model for curriculum-based political and ideological education. Practical application demonstrates that this model translates the abstract concept of “equitable teaching” into concrete, teachable, learnable, and assessable instructional behaviors, effectively enhancing pre-service teachers’ awareness and competence in equitable instruction. It offers a replicable practical pathway for the systematized development of curriculum-based political and ideological education in education-related programs.