许明月 李霞 赵珏

摘  要：课程思政是新时代高校思想政治教育工作的创新，是落实立德树人根本任务的战略举措。从本质上看，课程思政是新时代对“课程”内蕴的价值理性赋予新涵义的再生概念，其指向的是课程、是学校教育中促进学生全面发展的显性、隐性教育要素的总和。因此，课程思政具有内容间接性、实施隐蔽性和范围广泛性的特点。高等学校深入推进课程思政建设，就要科学进行课程思政教学设计，文章从课程思政目标、内容、实施和评价等显性课程层面;从制度执行，课堂氛围，师生互动等隐性课程层面，构建课程思政“显性+隐性”的逻辑体系，将课程思政融入课堂教学建设全过程，实现立德树人的根本任务。

关键词：课程;课程思政;教学设计

中图分类号：G641        文獻标志码：A 文章编号：2096-000X（2021）19-0176-04

Abstract： Ideology-oriented courses are an innovation of ideological and political education in universities in the new era as well as the strategic move to put in place the fundamental task of fostering virtue through education. In essence， ideology-oriented courses are a concept regenerated after the value rationality hidden in "courses" have been endowed by the new era with new connotations. It points to courses as well as the sum of implicit and explicit education elements promoting the all-round development of students in school education. Therefore， ideology-oriented courses are characterized by indirect content， concealment for implementation， and extensive scale. To bring forward the ideology-oriented courses， institutions of higher learning should scientifically design the teaching of ideology-oriented courses. This paper constructs a logic system of "overt + covert" in curriculum ideological and political thinking from the overt curriculum aspects such as the goal， content， implementation and evaluation of curriculum ideological and political thinking and the hidden curriculum aspects such as system implementation， classroom atmosphere and teacher-student interaction. At the same time， the course ideology and politics into the whole process of classroom teaching construction， to achieve the fundamental task of moral education.

Keywords： curriculum; ideology-oriented courses; instructional design

2016年习近平总书记在全国高校思想政治工作会议上强调，“要用好课堂教学这个主渠道”“其他各门课程都要守好一段渠、种好责任田，使各类课程与思想政治理论课同向同行，形成协同效应”。[1]自此，课程思政作为高等教育界的高频词见诸网络和报端。2020年5月教育部印发《高等学校课程思政建设指导纲要》（教高[2020]3号）（以下简称《纲要》），对全国高校全面施行课程思政提出具体指导意见，高等学校课程思政建设工作全面展开。目前，课程思政已经成为高等学校的理论和实践热点，许多学者围绕课程思政本质内涵、探索历程和推进路径等问题进行研究和探讨，特别是《纲要》发布后，“要科学设计课程思政教学体系，将课程思政融入课堂教学建设全过程”[2]的具体要求，使教育学视角下课程思政问题的研究和讨论成为高等学校深入推进课程思政建设的迫切选择。……