数学分析课程思政的五维目标建构与实践路径探索——以新疆工程学院为例

Construction of a Five-Dimensional Objective System and Exploration of Practical Pathways for “Curriculum Ideological and Political Education” in the Mathematical Analysis Course—A Case Study of Xinjiang Institute of Engineering

摘要: 课程思政是高校落实立德树人根本任务、培育高素质工程适配型人才的关键路径。数学分析作为应用数学专业的核心基础课程，兼具理论严谨性与工程应用性，是承载价值引领与工程伦理教育的重要载体。本文立足我校人才培养导向，针对传统教学中“思政与专业脱节、理论与实践分离”的痛点，引入科学哲学、工程伦理与价值观教育等理论资源，构建“价值引领–能力培养–国际视野–教育生态–长效机制”五维一体教学目标体系，提出“文化传承、工程融入、精神涵育、实践创新、数字赋能、思辨拓展、协同育人”七条实践路径。研究同时反思课程思政实施中的标签化、学时挤压、评价效度与因果归因等问题，并设计教师培训、数字化资源库与过程性评价等长效机制。研究旨在形成适配工科特色院校应用数学专业的数学分析课程思政教学范式，提升课程育人实效。

Abstract: Integrating ideological and political education into the curriculum (“Curriculum Ideological and Political Education”) is a key pathway for higher education institutions to fulfill the fundamental mission of fostering virtue through education and to cultivate high-quality, engineering-oriented talent. As a core foundational course for Applied Mathematics majors, Mathematical Analysis combines theoretical rigor with engineering applicability, serving as a vital vehicle for value guidance and engineering ethics education. Grounded in our institution’s talent cultivation orientation and addressing the common issues of “disconnection between ideological education and professional content” and “separation of theory and practice” found in traditional teaching, this paper incorporates theoretical resources such as the philosophy of science, engineering ethics, and values education. It constructs a five-dimensional integrated teaching objective system—comprising value guidance, competence cultivation, global vision, educational ecology, and long-term mechanisms—and proposes seven practical pathways: cultural inheritance, engineering integration, spirit cultivation, practical innovation, digital empowerment, critical thinking expansion, and collaborative education. The study also reflects on challenges encountered during implementation—such as over-simplification (labeling), the squeezing of instructional hours, assessment validity, and causal attribution—and designs long-term mechanisms including teacher training, digital resource repositories, and process-based assessment. The research aims to establish a curriculum ideological and political teaching paradigm for Mathematical Analysis that aligns with the characteristics of engineering-focused institutions and the needs of Applied Mathematics majors, thereby enhancing the course’s educational effectiveness.