理工科课程思政建设的范式探索
Exploration of the Paradigm for Ideological and Political Construction in Science and Engineering Courses

立德树人是教育的根本目标。立德旨在价值塑造，树人则包括育人和育才，育人旨在知识传授，育才旨在能力养成。价值塑造、知识传授和能力培养三位一体，课程思政是核心要素。在遵循课程教育教学规律的前提下，思政元素挖掘和融入具有一定的范式可循。从课程的定位、目录的编排、知识的内涵、实践的隐育四个角度出发，赋予课程思政元素泛化、体化、细化和感化四个属性。泛化侧重新时代新思想，体化要义核心价值观，细化涵盖优秀文化，感化强调职业伦理。思政元素融入则分为知识点分割和切入点设计两个重要环节。本文以笔者所带课程思政建设为例，详细说明了范式探索的方案。
The fundamental goal of education is to cultivate virtue and nurture people. Moral education aims to shape values, while nurturing people includes educating and nurturing talents. Educating people aims to impart knowledge, while nurturing talents aims to develop abilities. The trinity of value shaping, knowledge imparting, and ability cultivation, with ideological and political education in the curriculum as the core element. On the premise of following the laws of curriculum education and teaching, there is a certain paradigm for exploring and integrating ideological and political elements. From the perspectives of course positioning, directory arrangement, knowledge connotation, and practical cultivation, endow the ideological and political elements of the course with four attributes: generalization, embodiment, refinement, and influence. Generalization of new ideas for the new era, embodiment of core values, refinement of excellent culture, and emphasis on professional ethics. The integration of ideological and political elements can be divided into two important stages: knowledge point segmentation and entry point design. This article takes the ideological and political construction course taught by the author as an example to explain in detail the paradigm exploration plan.