|本期目录/Table of Contents|

[1]郑尚龙.“大思政”视域下航海特色专业育人体系的构建——以集美大学“3331”模式为例[J].集美大学学报(教育科学版),2026,27(04):115-126.
　ZHENG Shanglong.Research on the Construction of the Education System of the Specialized Major of Navigation under the Perspective of “Big Ideological and Political Education” ——Taking the “3331” Model of Jimei University as an Example[J].Journal of Jimei University(Education Science Edition),2026,27(04):115-126.
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“大思政”视域下航海特色专业育人体系的构建——以集美大学“3331”模式为例(PDF)
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第27卷
期数:
2026年04期
页码:
115-126
栏目:
专题研究：思政育人路径解析
出版日期:
2026-08-27

文章信息/Info

Title:
Research on the Construction of the Education System of the Specialized Major of Navigation under the Perspective of “Big Ideological and Political Education” ——Taking the “3331” Model of Jimei University as an Example
作者:
郑尚龙
（集美大学航海学院，福建 厦门 361021）
Author(s):
ZHENG Shanglong
（Navigation College,Jimei University,Xiamen 361021,China）
关键词:
“大思政”格局; 协同育人; 航海教育; 航海技术
Keywords:
“Comprehensive Ideological and Political Education” framework; collaborative education; maritime education; maritime technology
分类号:
-
DOI:
-
文献标志码:
A
摘要:
构建“大思政”体系是高校有效实现思想政治工作系统化、全方位、协同性发展和全面提升思政教育水平与质量的重要途径。现阶段，高校学生思政工作存在着特色不突出、协同不到位、路径不丰富、机制不完善等“四不”现象。集美大学航海技术专业通过改革创新与探索实践，建立了“红、蓝、绿”三色基因思政育人内容体系；推进了“主体—资源—层阶”三维融合协同育人机制；拓展了“思想引领、文化熏陶、实践淬炼”三大育人途径；构建了一套“组织—运行—评估—保障”四级联动长效机制，整体形成“3331”大思政育人格局，以期为高校思政教育提供新思路与新模式。
Abstract:
Building a “comprehensive ideological and political education (IPE)” system is an important way for universities to effectively achieve the systematization,comprehensive coverage,coordinated development of IPE work,and comprehensively improve the level and quality of ideological and political education.At present,the IPE work for university students faces four prominent problems:insufficiently distinctive features,inadequate coordination,limited pathways,and imperfect mechanisms.Through reform,innovation,and exploratory practice,the Navigation Technology program at Jimei University has established a “red,blue,and green” tricolor gene-based IPE content system;advanced a three-dimensional integrated collaborative education mechanism centered on “subject–resource–level” ;expanded three major educational pathways,namely “ideological guidance,cultural cultivation,and practice-based tempering”;and constructed a four-level linkage long-term mechanism comprising “organization-operation-evaluation-assurance”.These efforts collectively form an overall “3331” IPE framework,offering new ideas and models for IPE in higher education institutions.

参考文献/References:

相似文献/References:

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　WEI Yu-man.The Realization Path of Improving the Function of Organizational Education of Colleges and Universities in the New Era[J].Journal of Jimei University(Education Science Edition),2021,22(04):7.
[2]戴红宇,辛治洋.公共权力介入家庭教育的基础、限度与路径[J].集美大学学报(教育科学版),2025,26(02):83.
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备注/Memo

备注/Memo:
更新日期/Last Update: 2026-09-07