摘 要 通识课程与课程思政的教育理念具有天然的耦合性。“哲学智慧与创新思维”通识课围绕“知识—能力—素质”三位一体的课程思政教育目标，遵循“理念—思路—方法—手段”的课程思政四维度设计，展开“微观—中观—宏观—动态”的课程思政四方面融入。在课程教学中，借助思政教学案例融入，充分挖掘课程思政元素，将课程思政贯穿于理论与实践、线上线下的教学过程中。課程思政教学改革与实践，有效提升了学生的课程思政参与度、满意度，提高了课程思政的教学效果，对高校通识课课程思政教学改革具有一定的借鉴意义。

关键词 “哲学智慧与创新思维” 课程思政 通识课程

中图分类号：G424                                 文献标识码：A  DOI：10.16400/j.cnki.kjdk.2021.12.044

Abstract There is a natural coupling between the general courses and the ideological and political education idea of the curriculum. The general courses of philosophical wisdom and innovative thinking focuses on the goal of Ideological and political education of the trinity of "knowledge， ability and quality"， follows the four dimensional design of "idea， thought， method and means"， and integrates the four aspects of "micro meso macro dynamic" into the curriculum ideological and political education. In the course of teaching， with the help of Ideological and political teaching cases， fully tap the ideological and political elements of the course， and run through the theory and practice， online and offline teaching process. The reform and practice of Ideological and political teaching effectively improve the students' participation and satisfaction of Ideological and political teaching， and improve the teaching effect of Ideological and political teaching， which has certain reference significance for the ideological and political teaching reform of general courses in colleges and universities.

Keywords philosophical wisdom and innovative thinking; curriculum ideology and politics; general courses

无论是从理论还是从实践来看，通识课程与课程思政的教育理念具有天然的耦合性。从理论来看，课程思政是显性教育与隐性教育相结合的课程理念，作为隐性教育的重要构成，通识课程是课程思政的重要载体，能集中地体现出课程思政的核心价值。相比于专业课程的专业性和工具性，通识教育往往更容易“将深藏于知识的表层符号和内在结构之下的道德与价值意义与学习者的个人经验、生命体验建立深层关联，通过转化促进学习者个体的精神发育”。[1]从实践来看，课程思政最集中体现在高校通识课程中，课程思政作为一种教育观成为大学通识教育改革的新进路。[2]“哲学智慧与创新思维”是广东省一流本科课程和课程思政示范课程，该课程把立德树人贯穿于教学的全过程，着力培养学生的哲学智慧和创新能力，提高学生的哲学素养和创新素质，实现通识教育与课程思政的有机融合、课程内容与思政教育的水乳交融、相得益彰。……