Research on the Construction of BIM Curriculum Ideology and Politics in the Context of Digital Intelligence-Driven
数智驱动背景下BIM课程思政建设研究

摘要

新时代课程思政是落实“立德树人”根本任务的重要路径，如何在数智驱动背景下将BIM课程内容与专业课程思政巧妙融合亟待探索。本文将探讨BIM课程的思政优化策略，通过分析数字化、智能化技术对思政教育的赋能作用，提出融合专业知识与思政元素的教学模式：教学目标上，促进专业知识技能培养与思政教育的深度融合、相互支撑与协同发展；教学内容上，依托Revit平台融入相关思政元素，包含精选具有思政意蕴的工程案例、设计融合思政考量的实践任务和挖掘专业历史文化与行业精神；教学方法上，构建数智技术赋能教学，以学生为中心的教学等多元互动的教学模式；评价体系上，建立多维指标体系，注重过程性评价与终结性评价相结合，定量评价与定性评价相补充，并引入行业视角与标准，以期将更多的时代色彩融入课堂教学。

Abstract

In the new era, curriculum ideology and politics represent a critical pathway for implementing the fundamental task of "cultivating virtue through education," with the urgent strategic imperative under the digital intelligence era being the integration of BIM curriculum content with professional curriculum ideological and political education. This paper explores optimization strategies for embedding ideological and political elements into BIM courses by analyzing the empowering role of digital and intelligent technologies in ideological and political education, proposing a teaching model that merges professional knowledge with ideological and political components: in teaching objectives, it seeks to promote the deep integration, mutual reinforcement, and synergistic development of professional skill cultivation and ideological and political education; in teaching content, it leverages the Revit platform to incorporate relevant ideological and political elements through curating engineering cases with ideological relevance, designing practice tasks with ethical considerations, and excavating professional historical culture and industry spirit; in teaching methods, it constructs a student-centered multi-interactive model empowered by digital intelligence technologies; and in the evaluation system, it establishes a multi-dimensional index system that integrates process and summative evaluations, combines quantitative metrics with qualitative analysis, and incorporates industry perspectives and standards, with the aim of incorporating more contemporary elements into classroom teaching.