新工科视域下《环境监测》教学中的课程思政元素探索与实践

Exploration and Practice of Ideological and Political Elements in the Teaching of “Environmental Monitoring” from the Perspective of Emerging Engineering Education

摘要: 环境监测是环境类专业的核心课程，是环境保护工作的“耳目”和“哨兵”。在新工科建设与课程思政改革的双重背景下，深入挖掘《环境监测》课程中的思政元素，是落实立德树人根本任务、实现“三全育人”的重要途径。本文以建构主义学习理论与情境学习理论为学理支撑，结合应用型本科院校的办学定位与新疆作为国家西北生态安全屏障的战略需求，构建了“一核心·四维度·三载体·多评价”的课程思政教学体系。以“水质监测”单元为例，从发展历程、方法原理、质量保证和实践应用四个维度深度提炼思政元素，并通过案例驱动、启发引导与情景参与等多元教学模式实现有机融入。实践表明，该模式有效提升了学生的工程伦理意识、科学求实态度与家国担当，为工科类专业课程思政建设提供了可借鉴的范式。

Abstract: “Environmental Monitoring” is a core course for environmental majors, serving as the “eyes” and “sentinel” of environmental protection. Under the dual background of Emerging Engineering Education and curriculum ideological and political reform, deeply exploring ideological and political elements in this course is a key way to implement the fundamental task of fostering virtue through education and achieve the goal of “three-wide education”. Grounded in constructivist learning theory and situated learning theory, and combining the positioning of application-oriented universities with Xinjiang’s strategic role as an ecological security barrier in northwest China, this paper constructs a teaching system of “one core, four dimensions, three carriers, and multiple evaluations”. Taking the “water quality monitoring” unit as an example, ideological and political elements are extracted from four dimensions: development history, analytical principles, quality assurance, and practical applications. Through case-driven, heuristic, and participatory teaching methods, these elements are seamlessly integrated into classroom delivery. Practice demonstrates that this model effectively enhances students’ engineering ethics, scientific rigor, and national responsibility, providing a replicable reference for engineering courses.