多学科融合课程德育设计融入——以《管理统计学》为例
Integrating Moral Education DesignwithMulti-Disciplinary Integration Course—Taking “Management Statistics” as an Example

多学科融合课程的开展契合我国人才培养机制转变的共同目标，然而，越来越多的多学科融合课程讲授倾向于知识和技能的跨学科融合，往往忽略了高等教育思想政治的融入或无体系地增加思政环节教学，不仅未给原有的多学科融合类课程的教学增加理论高度，还造成学生们对原有课堂教学产生困惑。在这种情况下，高等教育多学科融入课程培养出的人才并未真正解决中国特色社会主义人才需求的主要问题。本研究以东莞理工学院经济与管理学院开展的《管理统计学》课程教学实践为例，针对多学科融合教学中思政融入顾此失彼、案例选用隔靴搔痒、培养目标模棱两可、评价体系单木不林等问题，探讨多学科融合课程教学中的德育设计和思政建设，细化数理学科理论方法知识点、经管学科实践分析技能点和人文社会学科思想政治素质点的“三点结合”，并为其余多学科融合课程的思政教学开展提供建议。
The implementation of multi-disciplinary integrated courses is in line with the common goal of China’s talent cultivation mechanism. However, an increasing number of multi-disciplinary integrated courses tend to focus on integration of the oretical knowledge and practical skills, often neglecting the integration of ideological and political education or increasing ideological and political teaching without a systematic approach. This not only fails to add theoretical height to the teaching of existing multi-disciplinary integrated courses, but also causes students to be confused about the original teaching. In this situation, the talents cultivated through the integration of multi-disciplines of higher education cannot truly solve the main problem of talent demand for socialism with Chinese characteristics. This study takes the teaching practice of the “Management Statistics” course carried out by the School of Economics and Management of Dongguan University of Technology as an example. In order to address the issues of ideological and political integration in multi-disciplinary integrated teaching, such as neglecting one aspect and losing the other, selecting cases that are too vague, ambiguous training objectives, and a single evaluation system, this study explores the moral education design and ideological and political construction in the teaching of multi-disciplinary integrated courses, and refines the theoretical knowledge point, methodological skill point, and ideo-logical and political literacy point, and provides suggestions for the development of multi-disciplinary integrated courses.