以天津市5所职业院校财经商贸类专业在校学生为研究对象进行调查问卷,采用探索性因子分析方法,从思想认知提升、学习动机提升和行为倾向提升三个维度上,实证分析职业院校财经商贸类专业课融入课程思政元素的实效性。结果显示,绝大多数...以天津市5所职业院校财经商贸类专业在校学生为研究对象进行调查问卷,采用探索性因子分析方法,从思想认知提升、学习动机提升和行为倾向提升三个维度上,实证分析职业院校财经商贸类专业课融入课程思政元素的实效性。结果显示,绝大多数学生认可专业课融入课程思政的必要性,并对课程思政的实效性持较高认可度。然而,在思想认知提升、学习动机提升和行为倾向提升三个维度上,学生得分存在差异。基于此,本研究提出了一系列建议,进一步提升职业院校财经商贸类专业课程思政的实效性,对于推动职业院校课程思政的深入实施具有重要的参考意义。A survey questionnaire was conducted on students majoring in finance and business from five vocational colleges in Tianjin. Exploratory factor analysis was used to empirically analyze the effectiveness of integrating ideological and political elements into vocational college finance and commerce courses from three dimensions: cognitive improvement, learning motivation improvement, and behavioral tendency improvement. The results show that the majority of students recognize the necessity of integrating professional courses into curriculum ideological and political education, and hold a high degree of recognition for the effectiveness of curriculum ideological and political education. However, there are differences in students’ scores in three dimensions: cognitive improvement, learning motivation improvement, and behavioral tendency improvement. Based on this, this paper proposes a series of suggestions to further enhance the effectiveness of ideological and political education courses in finance and business majors in vocational colleges, which has important reference significance for promoting the in-depth implementation of ideological and political education courses in vocational colleges.展开更多
文摘以天津市5所职业院校财经商贸类专业在校学生为研究对象进行调查问卷,采用探索性因子分析方法,从思想认知提升、学习动机提升和行为倾向提升三个维度上,实证分析职业院校财经商贸类专业课融入课程思政元素的实效性。结果显示,绝大多数学生认可专业课融入课程思政的必要性,并对课程思政的实效性持较高认可度。然而,在思想认知提升、学习动机提升和行为倾向提升三个维度上,学生得分存在差异。基于此,本研究提出了一系列建议,进一步提升职业院校财经商贸类专业课程思政的实效性,对于推动职业院校课程思政的深入实施具有重要的参考意义。A survey questionnaire was conducted on students majoring in finance and business from five vocational colleges in Tianjin. Exploratory factor analysis was used to empirically analyze the effectiveness of integrating ideological and political elements into vocational college finance and commerce courses from three dimensions: cognitive improvement, learning motivation improvement, and behavioral tendency improvement. The results show that the majority of students recognize the necessity of integrating professional courses into curriculum ideological and political education, and hold a high degree of recognition for the effectiveness of curriculum ideological and political education. However, there are differences in students’ scores in three dimensions: cognitive improvement, learning motivation improvement, and behavioral tendency improvement. Based on this, this paper proposes a series of suggestions to further enhance the effectiveness of ideological and political education courses in finance and business majors in vocational colleges, which has important reference significance for promoting the in-depth implementation of ideological and political education courses in vocational colleges.
