课程思政专业建设中教师的参与动力及其培育
Teachers’ Motivation and Its Cultivation in the Participating Specialty Construction of Curriculum Ideology and Politics

普及课程思政已是大势所趋，教师是课程思政建设的重要力量，激发教师参与动力才能有效推进课程思政建设。教师以多种形式参与课程思政建设，校外环境、校内环境以及专业本身形成的拉力是吸引教师参与的外部动力；教师自身对事业的追求、职业成长等成为推动教师参与的内部动力。国家对青少年教育的重视程度、高校教学任务、对高校的考核等是影响外部动力的主要因素；个体对课程思政的认知、个体教学水平、个体积极性、外部环境等是影响内部动力的重要因素。营造重视青少年思政教育的全社会氛围、将高校课程思政教学任务分解与落实到教师主体、提升教师课程思政认知水平与教学水平、优化课程思政的外部环境等措施可以有效培养教师的参与动力。
It is the general trend to popularize curriculum ideology and politics. Teachers are the main builder of curriculum ideology and politics; if they are motivated to participate in curriculum ideology and politics, the construction of curriculum ideology and politics will be effectively promoted. The forms of teachers participating in curriculum ideology and politics are various. The external motivations for teacher sare from the both external and internal environment of the university, and the pull from the specialty itself. And the internal motivations that promote teachers participation are from both teachers’ pursuit of career and professional growth. The main factors affecting external motivations are the state’s attention degree on youth education, the training tasks of colleges and universities, and the assessment for colleges and universities. The important factors that affect the internal motivations are the teacher’s cognition of the curriculum ideology and politics, the teaching level, the enthusiasm and the external environment. The measures that can effectively cultivate teachers’ motivation include: creating a social atmosphere where all people emphasize the ideological and political education of teenagers, decomposing and implementing the tasks of curriculum ideology and politics for every teacher, improving teachers’ cognitive level of curriculum ideology and politics and teaching levels, and optimizing the external environment of curriculum ideology and politics.