Application analysis of problem-solving nursing model in postoperative thyroid cancer patients
教育强国背景下课程思政与中职数学教学协同育人的实践研究

摘要

在建设教育强国的国家战略背景下，职业教育肩负着培养高素质技术技能人才、能工巧匠、大国工匠的重要使命。课程思政是实现“三全育人”的关键路径，而中职数学作为一门重要的公共基础课，其教学过程中蕴含着丰富的思政元素。本研究旨在探讨课程思政与中职数学教学协同育人的内在逻辑与实践策略。文章首先分析了教育强国战略对中职教育育人目标提出的新要求，阐述了课程思政与数学教学融合的必要性与可行性。进而，深入挖掘了中职数学课程中蕴含的唯物辩证法、科学精神、家国情怀、职业素养等思政元素。在此基础上，提出了“深度挖掘-有机融入-创新方法-科学评价”的协同育人实践模型，并通过具体教学案例进行了说明。最后，针对当前实践中面临的教师思政能力不足、融合方式生硬、评价体系不健全等挑战，提出了相应的对策建议，以期为推动中职数学教学改革、实现知识传授、能力培养与价值引领的有机统一提供参考。

Abstract

Under the national strategy of building a strong education nation, vocational education shoulders the important mission of cultivating high-quality technical and skilled personnel, skilled craftsmen, and master craftsmen. Curriculum-based ideological and political education is a key path to achieving "all-round education," and vocational mathematics, as an important public basic course, contains rich ideological and political elements in its teaching process. This study aims to explore the inherent logic and practical strategies of collaborative education of curriculum-based ideological and political education and vocational mathematics teaching. The article first analyzes the new requirements of the national strategy of building a strong education nation for the educational goals of vocational education, and elaborates on the necessity and feasibility of integrating curriculum-based ideological and political education with mathematics teaching. Furthermore, it delves into the ideological and political elements contained in vocational mathematics courses, such as dialectical materialism, scientific spirit, national sentiment, and professional ethics. Based on this, a collaborative education practice model of "deep exploration - organic integration - innovative methods - scientific evaluation" is proposed and illustrated through specific teaching cases. Finally, addressing the challenges faced in current practice, such as insufficient ideological and political education among teachers, rigid integration methods, and an incomplete evaluation system, corresponding countermeasures and suggestions are proposed. This aims to provide a reference for promoting the reform of vocational mathematics teaching and achieving the organic unity of knowledge transmission, ability cultivation, and value guidance.