摘要
高校教师“全周期、全方位、全类型、全手段”四全整合培育,是新时代思政课程与课程思政协同育人对师资力量的内在需求。全周期培育构建“新手教师—熟手教师—专家型教师”协同能力全链条培育体系,纵向筑牢教师育人根基。全方位培育聚焦“双读懂+双特色”的协同育人能力双元建构,横向拓展教师育人能力提升维度。全类型培育强调在集体备课、观摩研讨、教研融合中,增强高校教师协同育人凝聚力、教学实践力及教研成果转化力,赋能教师多维成长。全手段培育从国家—地方—学校层面整合“线上+线下”培育路径,推动教师课程育人理论—实践—评价的“融合+创新”,搭建教师育人能力培育的立体架构,全面提升高校教师思政课程与课程思政协同育人实效。
This study proposes a“Four-Whole Cultivation”framework(whole-process,whole-coverage,whole-type,whole-means)to address the synergy between ideological-political courses and curriculum-based ideological education.The whole-process dimension establishes a career-stage progression system from novice to expert teachers,vertically reinforcing pedagogical foundations.The whole-coverage approach combines dual literacy(student cognition&disciplinary mastery)with dual strategic foci(disciplinary features&ideological elements),horizontally broadening educational perspectives.Whole-type cultivation integrates collective lesson design,peer observation,and translational pedagogy research,enhancing collaborative capacity.Whole-means cultivation innovates multi-level hybrid learning systems and three-dimensional integration mechanisms,constructing an omnidirectional capacity-building architecture.This framework aligns with the socialist education development strategy,emphasizing professional competency and ideological literacy.
作者
罗亚莉
LUO Yali(School of Marxism,Southwest University of Political Science and Law,Chongqing 401120,China)
出处
《中州大学学报》
2025年第6期96-101,共6页
Journal of Zhongzhou University
基金
教育部2024年度高校思想政治理论课教师研究专项“基于胜任力模型的新时代高校思政课教师素质能力提升研究”(24JDSZK081)
重庆市教委2023年度人文社科研究基地项目“思政课程与课程思政协同育人衔接机制构建研究”(23SKJD022)
重庆市教育科学“十四五”规划2024年度一般规划项目“基于扎根理论的高校思政课教师岗位胜任力模型建构及应用研究”(K24YG2030131)。
关键词
全周期
全方位
全类型
全手段
协同育人
Whole-process
Whole-coverage
Whole-type
Whole-means
Collaborative education
