重构思政教学内容，满足学生成长需求 "以学生为中心"视域下，高校思政教学应更加注重贴近学生生活实际，找准思想政治教育的立足点。具 体而言，思政教师需紧跟社会热点与时代发展，通过引入社会热点案例、学生身边事例等生动素材，将 党的创新理论、国家重大战略决策、社会发展新成就、网络热点背后的正能量故事等融入教学内容，用 学生喜闻乐见的语言风格和表达形式重构内容呈现方式，让学生深刻感受思政理论的实践价值，提高其 分析问题和解决问题的能力，让思政教育真正成为助力学生全面发展的有力支撑。 在此基础上，还需充分考虑学生的专业特色与个体差异，针对不同专业学生的知识背景与未来职业导 向，设计具有针对性的教学案例与讨论话题，使思政理论能够与学生所学专业知识相融合。同时，关注 学生的兴趣点和认知水平，将抽象的理论转化为生动的生活案例、将宏大的叙事拆解为贴近学生的微观 故事，激发学生的学习热情与内在动力，真正满足学生的精神需求。 （来源：新华日报） □ 张 苹 当代青年学生成长于信息爆炸、价值多元的时代，思维活跃、接受新事物的能力强且往往更习惯于碎片 化、互动式的学习方式。高校思政课教学方法的改革创新，既要对传统教学方法中不符合当代学 ...

Core Viewpoint - The collaboration between Kashgar Technical College and various technical colleges in Guangdong aims to enhance the teaching and training capabilities of educators, thereby improving the quality of vocational education in Xinjiang [2][15][17]. Group 1: Training and Learning Activities - Teachers from Kashgar Technical College participated in on-the-job training in Guangdong, focusing on integrated curriculum design, teaching implementation, and workstation construction [4][5]. - The participating schools in Guangdong provided comprehensive support and care during the training process, fostering a high level of enthusiasm and commitment among the teachers [7][8]. Group 2: Educational Philosophy and Implementation - The training emphasized an educational philosophy centered on "industry-oriented and student-centered" approaches, which the teachers intend to integrate into their practical work [12][13]. - The Vice President of Kashgar Technical College highlighted the ongoing support from Guangdong's aid teams for vocational education in Xinjiang, contributing to high-quality development in this sector [15][16]. Group 3: Achievements and Impact - Over 200 teachers from Kashgar Technical College have obtained qualifications in integrated vocational education, and the college has implemented this teaching model effectively [18]. - In the past three years, more than 100 teachers have been sent to Guangdong for training, resulting in significant improvements in teaching quality and student skill levels, with notable achievements in various skill competitions [19][20].

Group 1 - The core viewpoint emphasizes the need for innovative paths in higher education management to align with the requirements of cultivating composite talents in the new era [1][4] - The transformation of educational management must focus on ideological innovation, establishing a political work system that integrates party leadership and student education [2][4] - A "five-in-one" cultivation system for student party members is proposed to enhance ideological education through a structured approach [2] Group 2 - The shift from traditional control-oriented management to a service-oriented model is essential, promoting an inclusive and collaborative organizational culture [2][4] - The implementation of a rapid response mechanism for student and faculty needs is suggested to improve management efficiency and service quality [2] - The focus on a student-centered service philosophy aims to create a positive feedback loop between management and educational outcomes [2] Group 3 - The digital transformation of higher education management is highlighted, with the establishment of an integrated information platform to enhance data sharing and management efficiency [3] - Data-driven decision-making is emphasized as a key feature of intelligent management, allowing for better resource allocation and educational planning [3] - Continuous monitoring of online teaching and learning is recommended to support decision-making processes [3] Group 4 - The construction of a quality culture is crucial for achieving substantive development in higher education, moving from passive compliance to active pursuit of excellence [4] - The synergy between quality assurance systems and cultural development is necessary for effective quality management [4] - The integration of quality concepts into the institution's mission and development plans is essential for fostering a shared value system among faculty and students [4]

Group 1 - The core strategy for engaging students in modern engineering microbiology courses is to adopt a student-centered approach, encouraging feedback and suggestions from students to improve teaching methods [1][2] - A significant issue identified is the lack of systematic connection between core life sciences courses and previously studied mathematics, physics, and computer science courses, which affects student interest [1] - The company has restructured the curriculum by creating an interdisciplinary knowledge map to address challenges such as insufficient application, lack of integration, and unclear personalized learning paths in microbiology courses [1] Group 2 - The development of an online learning multimodal "three comprehensive education" intelligent evaluation platform is aimed at accurately assessing learning outcomes and meeting personalized student needs [2] - The platform includes features for evaluating learning effectiveness throughout the course, predicting final grades, profiling learning abilities, assessing potential, and forecasting academic development, providing each student with a dynamic evaluation model [2] - While intelligent technology aids in teaching efficiency, it cannot replace the student-centered educational approach, which is maintained through deep communication with class representatives to understand student needs and optimize teaching dynamically [2]