基于课程思政的管理与营销课程建设研究
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摘要
通过课程思政实现各类课程与思想政治理论课同向同行,是新时代背景下对课程建设提出的新要求。管理与营销课程在课程思政建设中,应主动认知和发掘管理与营销文化蕴含的核心价值,做好理论知识与实践的结合;提升学生人文素质与职业能力;构建管理思维,在知识学习的基础上形成注重社会效益的管理能力,经营之道中体现中华传统美德。
New era has asked for realizing various courses to keep abreast with the ideological and political course through ideological and political theories teaching in all courses,which is also the new requirement for curriculum construction. The management and marketing course, according to ideological and political theories teaching in all courses, should cognize and discover the core value of the course culture, integrate the theory with practice, promote students humanistic quality and vocational ability, construct management thinking, cultivate management ability focusing on social results based on knowledge learning and embody Chinese traditional virtues in the way of business management.
New era has asked for realizing various courses to keep abreast with the ideological and political course through ideological and political theories teaching in all courses,which is also the new requirement for curriculum construction. The management and marketing course, according to ideological and political theories teaching in all courses, should cognize and discover the core value of the course culture, integrate the theory with practice, promote students humanistic quality and vocational ability, construct management thinking, cultivate management ability focusing on social results based on knowledge learning and embody Chinese traditional virtues in the way of business management.
引文
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[3]陈小华.论社会主义核心价值观中的社会管理思维[J].连云港职业技术学院学报,2017(12):30-31.
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[5]张端端.高职人文综合素养课程的开发与实践[J].职业技术教育2012(14):34-35.
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[7]陆道坤.课程思政推行中若干核心问题及解决思路[J].学科与课程建设,2018(3):64-67.
[2]王孝坤.知行合一教育教学理论职业教育应用对策[J].宁波职业技术学院学报,2015(6):22-24.
[3]陈小华.论社会主义核心价值观中的社会管理思维[J].连云港职业技术学院学报,2017(12):30-31.
[4]苏盾.“斯密悖论”与现代企业和谐价值观的构建[J].青海社会科学,2009(2):11-13.
[5]张端端.高职人文综合素养课程的开发与实践[J].职业技术教育2012(14):34-35.
[6]张晓飞.新形势下高职院校营销专业课程思政化路释探索研究[J].湖北开放职业学院学报,2018(12):135-136.
[7]陆道坤.课程思政推行中若干核心问题及解决思路[J].学科与课程建设,2018(3):64-67.