Exploration and Practice of Cell Biology Teaching Based on the “Touchpoint-Meltingpoint-Evaluationpoint” Trinity Model of Curriculum Ideology and Politics
XU Xiaowen1, PENG Shuaiying2, WANG Binhua1, WANG Shanghong1, HUANG Xiaochen1, FAN Lihua1, LI Meifeng2*
To address the fundamental mission of “cultivating virtue and nurturing talent” in the new era and to tackle the three prevalent dilemmas in ideological and political education within science and engineering curricula—namely, the difficulty in identifying ideological elements (“hard to touch”), integrating them into instruction (“hard to blend”), and evaluating their effectiveness (“hard to assess”)—this study takes the Cell Biology course at Nanchang University as a practical vehicle to systematically construct a trinity-based teaching practice model of “Touchpoint-Meltingpoint-Evaluationpoint” for curriculum ideological and political education. Firstly, by mapping the course knowledge system, the research excavated ideological elements (“touchpoint”) covering six themes: patriotism and national confidence, scientific exploration spirit and craftsmanship, ecological cycling and sustainable development, collaborative solidarity and systems thinking, social responsibility and life care, and biosecurity and ethical norms, and compiled a systematic repository of ideological and political case studies. Secondly, it proposed a “four-in-one, coordinated linkage” integration pathway (“meltingpoint”)—revising the syllabus to clarify ideological objectives, innovating the “task-driven, problem-guided, casediscussion” teaching methodology, constructing a “three-combination” whole-process education model, and developing “unity of knowledge and action” second-classroom activities—to organically embed value shaping throughout the entire teaching process. Finally, it established a multi-dimensional evaluation system (“evaluationpoint”) based on the tripartite perspectives of peers, students, and faculty, combining process-oriented assessment with summative evaluation to achieve scientific assessment and continuous improvement of curriculum ideological and political education. Practical results
demonstrate that this model effectively enhances the teaching efficacy of curriculum based ideological and political education, significantly strengthens students’ sense of value identification and learning fulfillment, and can serve as a reference for the development of curriculum-based ideological and political education in similar science and engineering courses.
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