%0 Journal Article
%T 设计课程中思政教育的探索与实践<br>Exploration and Practice of Ideological and Political Education in Design Curriculum
%A 邓玮祎
%J Advances in Education
%P 4618-4624
%@ 2160-7303
%D 2022
%I Hans Publishing
%R 10.12677/AE.2022.1211705
%X <span style=\"font-size:14px;\">课程思政对设计教育价值塑造具有重要意义。本文基于设计教育课程思政价值视角维度，思维视角维度和实践视角维度展开探究，从“知识触点”“活动触点”“价值触点”中发掘设计教育中所包含的思政元素，以课程内容，教学过程等来形塑思政“转换点”，以课程评价要素来构建思政“反馈点”和“监测点”，从而提升设计学科思政教育工作的针对性及有效性，并为构建兼顾德育目标，智育目标和美育目标的设计教育立体化育人体系和模式提供借鉴。同时提出在新时代背景下进一步完善设计专业课程思政的建议：1) 强化专业意识；2) 创新教学模式；3) 丰富教学方法；4) 优化考核方式；5) 建立多元主体参与机制；6) 注重育人效果。</span><br />
<span style=\"font-size:14px;\">The ideological and political course is of great significance to the shaping of the value of design edu-cation. Ideological value view dimensions based on the design education courses, to explore thinking dimensions and practical perspective dimension, “knowledge from the contact”, “contact activity”, “contact value” of the ideological elements contained in design education, course content, teaching process and so on to shape the ideological “breaking point”, curriculum evaluation elements to build ideological instruction “feedback” and “monitoring”. Thus, it can improve the pertinence and effectiveness of ideological and political education of design discipline, and provide reference for the construction of three-dimensional education system and model of design education that takes into account the goals of moral education, intellectual education and aesthetic education. At the same time, some suggestions are put forward to further improve the ideological and political theory of design specialty curriculum under the background of the new era: 1) strengthening the professional consciousness; 2) Innovativing teaching model; 3) Enriching teaching methods; 4) Optimizing the assessment method; 5) Establishing a multi-subject participation mechanism; 6) Paying attention to the effect of education.</span>
%K 课程思政，设计教育，思政元素，课程实践<br>Curriculum Ideological and Political
%K Design Education
%K Ideological and Political Elements
%K Curriculum Practice
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=57947