长征历史资源与高职院校思政课深度融合的教学探索
Teaching Exploration of the Deep Integration of Long March Historical Resources and Ideological and Political Courses in Higher Vocational Colleges

长征历史资源作为中国共产党宝贵的精神财富，拥有深远的历史意义和当代价值。当前，长征历史资源应用于高职院校思政课存在思政课顶层设计缺位，缺乏体系保障、校园文化环境建设不足、思政课堂缺乏活力，融合程度低、学生鉴别和吸收能力弱，学习主动性不强等现状。通过研究，本文认为长征历史资源深度融入高职院校思政课存在高职院校深受社会转型的偏误和袭扰，对思政工作重视不足、未能精准挖掘中华优秀传统文化融入的切入点和渠道、教学理念和教学方法的陈旧单一，协同育人的合力未形成、校园文化环境建设不足，融合渠道单一、网络思政的双刃剑特性以及高职院校学生自身特点带来挑战等问题。研究建议，长征历史资源深度融入高职院校思政课应加强学校的组织领导，强化顶层设计、找准长征历史资源融入的切入点、优化长征历史资源融入思政课教学的主阵地等。
As the precious spiritual wealth of the Communist Party of China, the historical resources of the Long March have far-reaching historical significance and contemporary value. At present, the application of Long March historical resources to ideological and political courses in higher vocational colleges is characterized by the absence of top-level design of ideological and political courses, lack of system guarantee, insufficient construction of campus cultural environment, single integration channel, lack of vitality of ideological and political classes, low integration degree, weak ability of students to identify and absorb, and weak learning initiative. Through research, this paper believes that the deep integration of Long March historical resources into the ideological and political courses of higher vocational colleges is caused by the bias and harassment of the social transformation, the lack of emphasis on ideological and political work, the failure to accurately explore the entry point and channel of the integration of excellent traditional Chinese culture, and the outdated and single teaching concept and teaching method. The joint force of collaborative education has not been formed, the double-edged characteristics of network thinking and politics and the characteristics of students in higher vocational colleges bring challenges and so on. The research suggests that the deep integration of Long March historical resources into ideological and political courses in higher vocational colleges should strengthen the organization and leadership of the school, strengthen the top-level design, identify the entry point of the integration of Long March historical resources, and optimize the main position of the integration of Long March historical resources into ideological and political courses.