“四史”融入大学课堂教学：功能、逻辑与路径

“四史”作为重要的历史资源、理论资源和方法资源，融入大学课堂教学是其落实和发挥思想政治教育功能的有效途径与必要举措。在当前大学课堂教学中，“四史”主要作为思政课的知识材料被讲述，并未广泛有效地融入大学非思政课课堂教学。为促使“四史”全面有效地融入大学非思政课课堂教学，应明晰“四史”有效融入课堂教学的扩容功能、明智功能、增趣功能和提质功能，梳理“四史”有效融入课堂的学科逻辑、发展逻辑与层次逻辑，更好地把握“四史”的主流主线、坚守学科知识的生产阵地、认识“四史”的课堂教学方法论本质、彰显“四史”的学科教学机智，更好地推动“四史”教育在大学课堂教学中扎实推进，打造“金课”，促进师生共进，全面落实立德树人根本要求。

Effective Integration of “Four Histories” into College Classroom Teaching: Function,Logic and Path

As "four histories" are important historical, theoretical and methodological resources, integrating it into university classroom teaching is an effective way and necessary measure to bring their ideological education function into full play. However, the "four histories", mainly used currently as the knowledge materials of the ideological and political theory courses in university classroom teaching, are not widely and effectively integrated into other university classroom teaching. In order to promote effective integration of "four histories" into university classroom teaching, we should systematically analyze the functions of "four histories" in expanding knowledge, inspiring wisdom, and in improving interesting and quality classroom teaching. It is also necessary to determine the discipline logic, development logic and hierarchical logic of the effective integration of "four histories" into the classroom. Then we can better grasp the mainline of the "four histories", stick to its position of a subject knowledge, understand its nature as classroom teaching methodology, and highlight its function as subject teaching tact, so as to further promote the "four histories" education in universities, to create "golden lessons", to promote the progress of teachers and students, and implement the fundamental requirements of moral education.