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思政课是落实立德树人根本任务和教育强国建设的关键，跨学段思政课协同能实现内容递进、目标衔接，避免教育断层与重复，为培养民族复兴人才筑牢信念根基。教师跨学段认知协同更是重中之重，然而，知识性、价值性、方法性冲突单独或复合导致认知障碍。经研究分析，从微中宏观三观整合分析，发现认知图式固化、制度化区隔、实践机制不足以及认知生态系统断裂的问题根源。基于此，构建“个体认知重构—制度标准衔接—协同流程再造”调适机制，以期为推进大中小学思政课一体化建设提供基于证据的可行路径。
Abstract：Ideological and political courses are crucial to fulfilling the fundamental mission of fostering virtue through education and building a strong educational system. Cross-stage collaboration in these courses enables progressive content delivery, seamless goal alignment, avoidance of educational gaps and redundancies, and lays a solid foundation of beliefs for cultivating talents for national rejuvenation.Cognitive coordination among teachers across different educational stages is particularly vital. However,cognitive barriers often arise due to individual or compounded conflicts in knowledge, values, and methodologies. Through research and analysis from micro, meso, and macro perspectives, issues such as rigid cognitive schemas, institutional segmentation, insufficient practical mechanisms, and disconnection within the cognitive ecosystem have been identified as root causes. Based on these findings, an adjustment mechanism of “individual cognitive reconstruction—institutional standard alignment—collaborative process reengineering” is proposed, aiming to provide an evidence-based and feasible pathway for advancing the integrated development of ideological and political courses across primary, secondary,and higher education.
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基本信息:
中图分类号:G41
引用信息:
[1]刘虹,黄招霞.思政课教师跨学段协同的认知冲突与调适[J].保山学院学报,2025,44(06):37-46.
基金信息:
江西省高教学会一般项目“数智赋能高校课堂教学质量评价的联动机理与样态重塑研究”（项目编号：JX-D-114）