Exploration and Practice of Curriculum Ideology and Politics Deepening Development in Blended Teaching Model—Taking the Course of “Cell Biology” as an Example
ZHAO Weimin1, LIANG Jian2*, SHI Guomin3, WEI Fulei1, SI Jianping1, XIA Zhenghua1, LI Ping1, HE Tao1
The core objective of education is “foster virtue through education”. Curriculum ideology and politics is one of the basic ways to implement the principle of “foster virtue through education”, and it has the irreplaceable advantages in educating students to develop the correct “Three Views” and strengthen their “Four-Sphere Confidence”. Cell Biology is a foundational, core, hub, and cutting-edge discipline within the life sciences. The curriculum contains a large of ideological and political knowledge elements, such as “organizational discipline”, “cooperation”, “dedication”, “Family and Country Feelings”, and so on. The biggest characteristics of this course are many ideological and political integration points and strong guidance function. However, the challenges of connecting knowledge points and abstract complexity, the limited offline teaching hours, and the teachers’ ability to extract and incorporate ideological and political knowledge into teaching significantly affect the achievement of the course’s ideological and political education objectives. Teaching practice has shown that a blended teaching model can overcome these three challenges by “complementing strengths and addressing weaknesses”, thereby enhancing the quality of ideological and political education in the course. This article explores the deepening development of curriculum ideology and politics by mining and integrating ideological and political elements, the implementation process of curriculum ideology and politics, teaching feedback, and so on. The aim is to ensure that professional knowledge and “foster virtue through education” complement each other, and to provide a reference for enhancing the quality of curriculum ideology and politics teaching.
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