【中图分类号】G807.4 【文献标识码】A【文章编号】2095-2813（2025）19-0162-04

[Abstract] The coordinated educationof course ideologicaland political educationand physical educationcourses in higher vocational education is an important way to implement the goal of \"moral and technical co-cultivation\" in vocationaleducation.Atpresent，thetwoarefacing therealisticdificultiesofideologicalandcognitive deviations，poor mechanism connection，and teaching staff capacity： Some teachers have aone-sided understanding of the value of physical education，and course ideological and political education only stays atthe levelofformal embedding;Teaching content is disconnected from professonal needs，andthe developmentof digital resources islagging behind.Inresponse to the above problems， the research proposes systematic practice paths： Firstly，strengthen ideological leadership and depen the recognition ofconcepts; Second， build acoordinated mechanism and establish a dynamic feedback loop; Third，developcurriculum modulesand create immersiveeducationscenarios;Fourth，implementateachingstaff improvement planandpromote theconstructionofanindustry-universitycollaborativeeducation ecology.Theresearch provides solutions to the problemof \"two skins\"of physical education courseand course ideological and political education in higher vocational colleges through the combination of theoryand practice，and helps to achieve the integrateddevelopmentgoal ofstudents'strong physique，corect values，andsuperb skils，whichhaspractical sigificancefor deepening the reform of vocational education.

[KeyWords] Grand ideological andpolitical education;Higher vocational education;Physical educationcourses;Ideological and political courses; Coordinated education

基金项目：2024年湖南省教育科学规划课题（项目名称：新时期高职体育课程思政的机制逻辑与协调发展研究，项目编号：XJK24CZY050）。

作者简介：罗敏（1981一），女，硕士，副教授，研究方向为民族传统体育。

高职体育课程与课程思政协同育人研究以德技并修为根本目标，旨在破解传统体育教学重技能轻素养、思政教育抽象化等现实困境[1]。在国家健康中国2030与职业教育类型化发展双重驱动下，体育课程需超越体能训练单一功能，通过运动实践场景承载价值观塑造与职业素养培育。然而，当前协同育人仍面临目标割裂、内容脱节、方法单一等突出问题：体育教学目标偏重技能达标，思政元素植入形式化，如武术课程忽视武德文化阐释；教学方法依赖理论说教，未能利用虚拟仿真、校企共建等载体创设沉浸式育人情境；评价体系缺失职业素养量化指标，跨部门协同机制尚未形成。尽管部分院校已开展红色体育定向越野、VR奥运场景模拟等实践探索，但仍存在体系碎片化、专业适配性不足等短板[2。该研究通过厘清体育与思政教育的目标耦合关系，构建“体魄一价值一素养”三位一体育人框架，既可拓展课程思政理论边界，又能为高职院校提供模块化课程设计、动态评价等实践方案，推动体育课堂从技能训练场向价值观孵化场转型，最终服务于高素质技术人才精神强健与技能精湛的融合发展，为职业教育提质培优注入新动能。……