新工科背景下“低碳·智能”双导向的土木工程材料课程思政融合教学创新实践

Innovative Practice of Ideological and Political Education Integrated Teaching in Civil Engineering Materials Course under the Dual Guidance of “Low-Carbon & Intelligence” under Emerging Engineering Education

摘要: 在新工科建设与“低碳·智能”背景下，该文探讨土木工程材料课程的思政融合教学改革，旨在实现价值引领与能力培养的有机统一。分析传统课程存在的价值悬浮、学用脱节、内容滞后等突出问题，包括思政元素融入表层化、教学模式单一、前沿内容不足等。为应对这些问题，提出“一核双驱三阶”课程思政教学创新模式，以“厚植土木报国担当”为核心主线，以重大工程真实案例与前沿数智技术为双轮驱动，实施“触动–探究–创思”三阶递进教学。具体举措包括：重构“知–行–意”目标矩阵与全过程评价体系，重塑工程案例库与混合式情境教学，赋能数智前沿与分层分类托举。实践表明，通过思政融合教学改革，学生的学业成绩、创新能力与价值认同度均得到显著提升，课程思政实现了从“物理叠加”向“化学反应”的转变。同时指出，改革仍面临前沿内容拓展与课时有限的矛盾、思政评价标准化程度不高、分层托举长效机制待完善等挑战，未来需进一步优化课程内容体系，完善评价工具，并推动改革成果向同类课程辐射推广。

Abstract: In the context of Emerging Engineering Education (EEE) construction and the “low-carbon & intelligence” paradigm, this paper explores the reform of ideological and political education integrated teaching in the Civil Engineering Materials course, aiming to achieve the organic integration of value guidance and ability cultivation. The prominent problems existing in traditional courses are analyzed, including value disconnection, mismatch between learning and application, and content obsolescence, as manifested in superficial integration of ideological and political elements, monotonous teaching modes, and insufficient coverage of frontier content. To address these issues, an innovative ideological and political teaching model characterized by “one core, dual drivers, and three stages” is proposed. With “fostering a sense of national dedication in civil engineering” as the core thread, and real cases of major engineering projects and cutting-edge digital-intelligent technologies as the dual driving forces, a three-stage progressive teaching approach of “inspiration-inquiry-creation” is implemented. Specific measures include: reconstructing the “knowledge-action-will” objective matrix and whole-process evaluation system, reshaping the engineering case library and blended situational teaching, and empowering digital-intelligent frontiers with stratified and categorized student support. Practice demonstrates that through the reform of ideologically and politically integrated teaching, students’ academic performance, innovation ability, and value identity have all been significantly improved, and ideological and political education in the course has achieved a transformation from “physical superposition” to “chemical reaction”. Meanwhile, it is pointed out that the reform still faces challenges such as the contradiction between frontier content expansion and limited class hours, insufficient standardization of ideological and political evaluation, and the need to improve the long-term mechanism of stratified support. Future efforts should further optimize the curriculum content system, refine evaluation tools, and promote the radiation and dissemination of reform outcomes to similar courses.