课程思政视域下高校教师多重角色的育人机制与优化路径
The Education Mechanism and Optimization Path of College Teachers' MultipleRoles from the Perspective of Curriculum-based Ideological and PoliticalEducation
作者:邬欣言1，秦如玉2(1.湘潭大学湖南湘潭411105;2.中南大学湖南长沙410000)
[摘要]:“立德树人”是高等教育根本任务，课程思政作为全方位育人的核心路径，在数智技术快速发展的背景下，对高校教师角色提出了颠覆性要求。本文立足课程思政政策导向与数智时代特征，聚焦高校教师多重角色的育人逻辑与优化路径，通过文献梳理、理论融合与案例分析，构建“角色生成一互动传导一育人实现”整合框架。研究发现:高校教师多重角色可划分为“知识传授者、学习引导者、价值引领者”显性角色与“情感关怀者、行为示范者、资源整合者”隐性角色，具备功能关联性、场景动态性、系统契合性三大特征;其育人机制通过“渗透一传导一协同”三维路径实现，渗透机制解决角色功能融入问题，传导机制推动育人效果转化，协同机制摆脱育人碎片化困境。基于此，从角色、实践、生态三个维度提出优化路径，为高校构建全方位育人格局、提升育人实效提供理论支撑与实践参考。
[关键词]: 课程思政;高校教师;育人机制;角色重构;数智时代
[Abstract]: "Establishing moral character and fostering individuals" is the fundamental task of highereducation. Curriculum-based ideological and political education, as the core path for comprehensiveeducation, has put forward disruptive requirements for the roles of university teachers in the context ofrapid development of digital and intelligent technologies. This paper, based on the policy orientationof curriculum-based ideological and political education and the characteristics of the digital andintelligent era, focuses on the educational logic and optimization paths of the multiple roles ofuniversity teachers, and through literature review, theoretical integration, and case analysis, constructsan integrated framework of "role generation - interaction transmission - educational realization". Theresearch finds that the multiple roles of university teachers can be classified as "knowledge instructors,learning guides, value leaders" as explicit roles and "emotional care providers, behavioral demonstrators, resource integrators" as implicit roles, possessing three characteristics: functionalcorrelation, scene dynamics, and system compatibility; their educational mechanism is realizedthrough three-dimensional paths of "infiltration transmission - collaboration", where the infiltrationmechanism solves the problem of integrating role functions, the transmission mechanism promotes thetransformation of educational effects, and the collaboration mechanism gets rid of the fragmentation ofeducational efforts. Based on this, from the dimensions of roles, practice, and ecology, this paperproposes optimization paths, providing theoretical support and practical references for universities tobuild an all-round educational pattern and enhance educational effectiveness.
[Key Words]: Course-based Ideological Education; University Teachers; Education Mechanism; RoleReconstruction; Digital and Intelligent Era
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