“情境—探究—升华”课程思政教学模式的构建与实践

——以化学电源基础与应用课程为例

DOI：10.19980/j.CN23-1593/G4.2026.13.040

，，，，*

中图分类号：G641

文献标志码：A

文章编号：2096-000X（2026）13-0177-04

Abstract： To address the challenges of internalizing value guidance and evaluating teaching effectiveness in ideological and political education within curricula， this paper focuses on the course Fundamentals and Applications of Chemical Power Sources， constructs and implements a teaching model termed "Scenario-Inquiry-Sublimation." Guided by the theoretical framework of integrating values， knowledge， and capabilities， the model employs three types of scenarios-major engineering projects， ethical dilemmas， and frontier debates-to stimulate students' value perception. Inquiry-based activities such as PBL， case studies， and role-playing debates further promote value reflection， while teachers' summarized guidance facilitates value sublimation. The reform also strengthens practical teaching through the "unity of knowledge and action" approach and establishes a multi？ dimensional evaluation system， forming a closed-loop educational process integrating teaching， practice， and assessment. Evidence from multiple sources demonstrates that this model significantly enhances students' sense of national responsibility， engineering ethics， and other values， while elevating the course's academic rigor and educational effectiveness， providing a replicable and verifiable approach for ideological and political education in engineering courses.

Keywords： ideological and political education in curriculum; teaching model; scenario-based teaching; multi-dimensional evaluation; chemical power sources

工程教育肩负着为国家发展培养栋梁之材的核心使命 [1-2] 。（剩余6503字）