新工科背景下的机器学习与数据挖掘课程思政建设研究
Research on the Ideological and Political Education Construction of Machine Learning and Data Mining Course under the Background of New Engineering

本文以新工科背景下的机器学习与数据挖掘课程为例，详细探讨了如何在课程教学中融入思想政治教育，实现学生的全面发展。本文首先阐述了课程思政建设的理论基础，包括教育目标、教学内容、思政元素、思政方法、思政效果等方面，指出课程思政建设应该以学生为主体，以教师为主导，以课程为载体，以实践为平台，以质量为保障，以效果为评价的多元化教育理念，从而实现专业知识教育和思想政治教育的有机结合，实现知识、能力、情感、价值的全面培养。然后本文介绍了机器学习与数据挖掘课程思政建设的实践探索，主要围绕该课程的课堂教学、课后作业、课程项目设计三个方面，展示了课程思政建设的具体实践过程和教学效果，包括思政主题的提出、思政案例的展示、思政问题的引发、思政方法的运用、思政元素的渗透、思政互动的促进、思政要点的梳理、思政收获的分享、思政启示的引出等，最终体现课程思政建设的教学效果，包括知识效果、能力效果、情感效果、价值效果等。本文的研究和实践，能够为新工科教育的发展以及新时代的人才培养工作，提供了一种可能的路径和方法，具有重要的借鉴和参考价值。
This article takes the machine learning and data mining course under the background of new engineering as an example to explore in detail how to integrate ideological and political education into curriculum teaching and achieve the all-round development of students. Firstly, this article expounds on the theoretical basis of ideological and political education construction in the curriculum, including educational objectives, teaching content, ideological and political elements, ideological and political methods, ideological and political effects, etc., pointing out that the ideological and political education construction in the curriculum should be student-centered, teacher-led, curriculum-based, practice-based, quality-guaranteed, and effect-evaluated diversified educational concept, so as to realize the organic combination of professional knowledge education and ideological and political education, and achieve the comprehensive cultivation of knowledge, ability, emotion, and value. Then this article expounds on the practical exploration of ideological and political education construction in the machine learning and data mining course, mainly focusing on three aspects: classroom teaching, homework, and curriculum project design of the course, showing the specific practical process and teaching effect of ideological and political education construction in the curriculum, including the proposal of ideological and political themes, the display of ideological and political cases, the triggering of ideological and political problems, the application of ideological and political methods, the penetration of ideological and political elements, the promotion of ideological and political interaction, the combing of ideological and political key points, the sharing of ideological and political gains, and the elicitation of ideological and political enlightenment. Finally, this article reflects on the teaching impact of ideological and political education in the curriculum, including its effects on knowledge, abilities, emotions, and values. The research and practice presented here offer a potential path