《混凝土(钢)结构检算》课程思政融入路径与实践探索
Integration Pathways and Practical Exploration of Ideological and Political Education in the Structure Evaluation of Concrete (Steel) Structure Course

在新时代高等教育改革背景下，课程思政作为落实“立德树人”根本任务的重要举措，亟需与专业课程深度融合。本文聚焦高职院校土木工程专业核心课程《混凝土(钢)结构检算》，针对当前思政教育融入中存在的课程内容紧凑、学生兴趣不足、教师能力欠缺及实践环节薄弱等问题，提出系统性解决方案。通过优化课程设计，挖掘工程安全责任、家国情怀、绿色发展等思政元素，结合案例教学、问题驱动(PBL)及信息化手段创新教学方法；强化实践环节中社会责任与职业道德的渗透，并通过校企合作拓展真实项目资源；同时提升教师思政教育能力与完善评价机制，构建多维育人路径。实践表明，该模式显著提升了学生的专业成绩(实验组及格率达90%以上)、职业伦理意识及对可持续发展理念的认同。然而，思政元素与专业知识深度融合不足、学生参与度不均衡及实践资源有限等问题仍需改进。未来需进一步探索智能化教学工具、跨学科协作及长周期效果追踪，以深化课程思政在工科教育中的实效性与全面性。
In the context of higher education reform in the new era, curriculum-based ideological and political education (CIP) has become a crucial measure for implementing the fundamental task of fostering virtue and cultivating talent. It is imperative to integrate CIP deeply into professional courses. This paper focuses on the core course of civil engineering, Structure Evaluation of Concrete (Steel) Structure, and addresses key challenges in integrating ideological and political education, including dense course content, low student engagement, insufficient teacher capability, and weak practical application. To tackle these issues, a systematic solution is proposed: optimizing course design by embedding ideological and political elements such as engineering safety responsibility, patriotism, and sustainable development; innovating teaching methods through case-based learning, problem-based learning (PBL), and digital tools; strengthening the integration of social responsibility and professional ethics in practical sessions while expanding real-world project resources through university-industry collaboration; and enhancing teachers’ competence in ideological and political education while refining assessment mechanisms to establish a multidimensional educational approach. Practical implementation of this model has significantly improved students’ academic performance (with a pass rate exceeding 90% in the experimental group), awareness of professional ethics, and recognition of sustainable development principles. However, challenges remain, including the insufficient deep integration of CIP elements with specialized knowledge, uneven student engagement, and limited practical resources. Future efforts should focus on further exploring intelligent teaching tools, interdisciplinary collaboration, and long-term impact tracking to enhance the effectiveness and comprehensiveness of CIP in engineering education.