課程思政在數(shù)字邏輯設計課程教學中的實踐與效果評估

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摘  要：該文首先介紹數(shù)字邏輯設計教學中的課程思政設計和實施情況，之后通過調(diào)查問卷的方式分析該課程思政的思政效果、學生評價以及不足。問卷顯示課程思政在價值引領(lǐng)和知識傳授中具有重要作用，且揭示思政案例選取和授課教師言傳身教的重要性。該課程思政的探索可為后續(xù)其他課程的思政實施提供參考。

關(guān)鍵詞：課程思政;數(shù)字邏輯設計;調(diào)查問卷;教學與實踐;思政案例

中圖分類號：G641      文獻標志碼：A          文章編號：2096-000X（2024）27-0049-04

Abstract： The paper first introduces the ideological and political design and implementation of Digital Logic Design course， and analyzes the ideological and political effects， student evaluations， and shortcomings of the course through a survey questionnaire. The questionnaire shows that ideological and political education plays an important role in value guidance and knowledge instruction， and reveals the importance of selecting ideological and political cases and teacher's words and actions. The exploration in this course can provide reference for the implementation of ideological and political education in other subsequent courses.

Keywords： curriculum ideology and politics; Digital Logic Design; questionnaire; teaching and practice; case of curriculum ideology and politics

教育部印發(fā)的《高等學校課程思政建設指導綱要》明確指出：“工學類專業(yè)課程，要注重強化學生工程倫理教育，培養(yǎng)學生精益求精的大國工匠精神，激發(fā)學生科技報國的家國情懷和使命擔當。（剩余4993字）