International Journal of New Developments in Education, 2024, 6(12); doi: 10.25236/IJNDE.2024.061213.
Siqi He1, Li Chen1, Jierui Kong2, Yan Wang3, Wenyan Fan3
1Mianyang Normal University, Mianyang, 621006, China
2Beijing University of Posts and Telecommunications, Beijing, 100876, China
3Southwest University of Science and Technology, Mianyang, 621010, China
Curriculum-based ideological and political education (CPIE) is a critical component of fostering moral and intellectual growth and implementing holistic education. In particular, professional courses require specialized attention to integrate CPIE effectively. As a discipline closely aligned with the goals of ecological civilization, Environmental Science and Engineering must tailor its CPIE framework to support students’ diverse academic and career trajectories.Adopting the Outcome-Based Education (OBE) approach, a targeted, integrated CPIE framework should be developed to address these varying pathways. This includes designing a foundational CPIE logic system inspired by the 5E model. By extending the course narrative, this system redefines the logical connections between subject content and ideological elements across different courses within the discipline.To evaluate the effectiveness of CPIE in professional courses, a "two-step, three-all, and four-perspective" evaluation standard is proposed. This framework clearly delineates evaluation structures and establishes proportionate weightings. By deeply integrating CPIE with professional courses, the framework promotes a dual advancement, where disciplinary expertise enhances ideological values, and ideological education reciprocally strengthens professional knowledge.
Environmental Science and Engineering, Professional Curriculum Ideological and Political Education, 5E Model, OBE, Evaluation Framework
Siqi He, Li Chen, Jierui Kong, Yan Wang, Wenyan Fan. Reconstruction of Professional Curriculum Ideological and Political Education in Environmental Science and Engineering. International Journal of New Developments in Education (2024), Vol. 6, Issue 12: 88-93. https://doi.org/10.25236/IJNDE.2024.061213.
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