心理认知视域下工科课程思政的“五步递进”实践路径——以“物理性污染控制”自主噪声监测为例

A Five-Step Progressive Pathway for Ideological and Political Education in Engineering Courses from the Perspective of Psychological Cognition—A Case Study of Student-Led Noise Monitoring in “Physical Pollution Control”

摘要: 针对传统工科课程思政中价值引领与专业教学融合不足、学生参与积极性不高及育人成效难以评价等问题，本文以《物理性污染控制》课程为例，立足学生心理认知规律，构建“感知–共情–辨析–设计–行动”五步递进实践路径。以校园自主噪声监测为载体，将现场测量、健康调查、声景评估、控噪方案设计和校园治理提案等环节有机衔接，推动学生由知识识记走向情感认同、理性内化和责任担当。实践中融入健康第一理念、工程伦理和社会责任教育，并建立过程性表现与心理认知增值相结合、多方主体参与的双轨考核机制。研究表明，该路径能够促进知识、能力与价值目标协同发展，增强学生的数据诚信意识、人本关怀和工程实践责任，为环境类及其他工科课程思政建设提供可借鉴的实践范式。

Abstract: To address the insufficient integration of value guidance with disciplinary instruction, low levels of student engagement, and difficulties in evaluating educational outcomes in conventional ideological and political education within engineering courses, this study takes the course Physical Pollution Control as an example and develops a five-stage progressive pathway based on student’s psychological and cognitive development: perception - empathy - discernment - design - action. Using student-led campus noise monitoring as the primary learning activity, the pathway organically integrates field measurement, health surveys, soundscape assessment, noise-control scheme design, and campus governance proposals, thereby facilitating students’ progression from knowledge acquisition to emotional identification, rational internalization, and responsible action. The teaching process incorporates the health-first principle, engineering ethics, and social responsibility education, while establishing a dual-track assessment mechanism that combines process-based performance evaluation with gains in psychological and cognitive development and involves multiple stakeholders. The results indicate that this pathway promotes the coordinated development of knowledge, competencies, and values, while strengthening students’ awareness of data integrity, human-centered concern, and responsibility in engineering practice. It therefore provides a transferable practical framework for integrating ideological and political education into environmental engineering and other engineering-related courses.