课程思政数字化资源库的建设路径与实践探索——以无机非金属材料工程专业为例

Construction Path and Practical Exploration of a Digital Resource Repository for Curriculum Ideological and Political Education—A Case Study of Inorganic Nonmetallic Materials Engineering

摘要: 课程思政是高等工科院校落实立德树人根本任务的核心抓手。当前工科专业课程思政建设普遍存在思政元素与专业教学融合生硬、教学资源碎片化、资源体系缺乏系统性、育人成效难以量化评估等现实问题。教育数字化与人工智能技术的快速发展，为课程思政提质增效、破解“两张皮”困境提供了全新技术路径。本文以无机非金属材料工程专业为研究载体，剖析工科专业课程思政数字化资源库建设的现实诉求与现实困境，构建分类建设、标签管理、智能调用、效果闭环四位一体的课程思政数字化资源库整体框架，划分行业人物、技术伦理、国家战略三大资源类别，设计多维度资源标签体系，搭建课前–课中–课后全流程智能调用机制，建立“前测–过程–后测”闭环评价体系。从顶层设计、多模态资源开发、动态迭代更新、教师能力培育四个方面提出完整实施路径，并依托《热工过程及生产设备》《结晶矿物岩相学》两门专业核心课程开展教学试点实践。实践结果表明，数字化、场景化、沉浸式的思政资源应用模式，能够有效消解专业教学与价值引领割裂问题，切实提升课程思政育人实效，可为国内同类工科专业课程思政数字化转型提供可复制、可推广的实践范式。

Abstract: Curriculum ideological and political education (CIPE) serves as the core instrument for higher engineering institutions to fulfill the fundamental mission of fostering virtue through education. Current CIPE implementation in engineering disciplines is commonly plagued by several practical challenges, including the rigid integration of ideological elements with professional instruction, fragmentation of teaching resources, a lack of systematic resource architecture, and difficulties in quantitatively assessing educational outcomes. The rapid advancement of educational digitalization and artificial intelligence technologies offers new pathways to enhance the quality and effectiveness of CIPE while addressing the persistent “two-skins” problem—the disconnection between professional knowledge transmission and value guidance. Taking the Inorganic Nonmetallic Materials Engineering major as the research context, this paper analyzes the practical demands and existing dilemmas in constructing a digital resource repository for CIPE in engineering programs. It proposes a four-in-one overarching framework comprising categorized development, tag-based management, intelligent retrieval, and closed-loop evaluation. The framework classifies resources into three primary categories—industry figures, technical ethics, and national strategies—establishes a multidimensional resource tagging system, develops an intelligent retrieval mechanism spanning the entire teaching process (pre-class, in-class, and post-class), and implements a closed-loop evaluation system based on a “pre-test, process, post-test” model. A complete implementation pathway is articulated from four aspects: top-level design, multimodal resource development, dynamic iterative updating, and faculty capacity building. Pedagogical pilots were conducted in two core courses, Thermal Process and Production Equipment and Crystallographic Mineralogy and Petrography. The practical results demonstrate that a digitized, contextualized, and immersive model for integrating ideological resources effectively dissolves the fragmentation between professional teaching and value guidance, substantially enhancing the educational efficacy of CIPE. This study provides a practical reference for analogous engineering disciplines for the digital transformation of CIPE in analogous engineering disciplines nationwide.