摄影课课程思政教学改革探究

A Study on the Reform of Curriculum Ideology and Politics in Photography Education

摘要: 在新媒体时代图像叙事成为信息传播标配的背景下，高校摄影课程普遍面临重技术训练、轻人文反思的困境。针对摄影课程思政目标缺位、学生社会认知不足、教学场域单一等问题，本文以“影像助力文化建设”为核心，构建了“课堂–时事–作业”三位一体的第一课堂教学改革框架，并以摄影社团、主题赛事、“三下乡”社会实践等为载体拓展第二课堂。通过统筹第一课堂与第二课堂的协同育人机制，将本地文化等融入摄影教学，实现了知识传授、技能培养与人文反思的有机统一。实践表明，该模式有效增强了课程的文化深度，提升了学生的社会认知能力与责任意识，为应用型摄影人才培养和课程思政建设提供了可操作的实践路径。

Abstract: Against the backdrop of the new media era, where image narrative has become the norm in information dissemination, photography courses in higher education generally face the dilemma of overemphasizing technical training while undervaluing humanistic reflection. In response to issues such as the absence of ideological and political objectives, students’ insufficient social cognition, and the limitations of a monotonous teaching field, this paper, centering on “Images Empowering Cultural Construction”, constructs a tripartite first-classroom teaching reform framework that integrates “classroom, current affairs, and assignments”, and expands the second classroom through carriers such as photography clubs, themed competitions, and the “Three Trips to the Countryside” social practice program. By coordinating the synergistic education mechanism of the first and second classrooms and integrating local culture into photography teaching, an organic unity of knowledge transmission, skill cultivation, and humanistic reflection is realized. Practice shows that this model effectively enhances the cultural depth of the course, improves students’ social cognitive ability and sense of responsibility, and provides an actionable practical pathway for the cultivation of applied photography professionals and the construction of curriculum ideological and political education.