本文立足大思政视域, 聚焦传统节日文化与校本课程融合的实践探索, 阐明其对深化思政教育内涵、增强学生文化认同、丰富校本课程特色的重要意义, 选取春节、清明等五类核心传统节日为研究对象。通过分析当前实践中存在的课程设计缺乏系统性、教学方式单一、资源整合不足、评价机制不完善等问题, 结合汝州市广成学校等案例, 从四方面提出实践路径: 系统设计“知识-情感-行为”三位一体课程体系, 确立节日文化与思政主题的精准匹配逻辑; 创新项目式学习、跨学科融合、数字化教学等实施方式; 构建家校社协同育人模式, 整合非遗传承人、博物馆等多元资源; 建立“三维度四主体”动态评价体系, 实现过程与结果评价结合。实践表明, 该路径能有效解决校本课程“重活动轻体系、重技能轻价值”问题, 提升学生文化素养与思政素养, 为传统文化传承与思政教育融合提供可借鉴经验。
From the perspective of the “Greater Ideological and Political Education” concept, this paper focuses on the practical exploration of integrating traditional festival culture into school-based curricula. It elucidates the significance of this integration for deepening the connotation of ideological and political education, enhancing students’ cultural identity, and enriching the characteristics of school-based curricula. Five core traditional festivals, including the Spring Festival and Qingming Festival, are selected for as the research subjects. By analyzing problems in current practice—such as unsystematic curriculum design, monotonous teaching methods, inadequate resource integration, and imperfect evaluation mechanisms—and drawing on case studies like Ruzhou Guangcheng School, this paper proposes a four-pronged approach as follows: firstly, to systematically design a tripartite curriculum framework integrating “knowledge-emotion- behavior” to establish precise alignment between festival culture and ideological and political themes. Secondly, to innovate implementation methods through project-based learning, interdisciplinary integration, and digital teaching. Thirdly, to establish a collaborative education model between home, school, and community to integrate diverse resources like intangible cultural heritage inheritors and museums. Finally, to develop a dynamic “three-dimensional, four-subject” evaluation system that combines process and outcome assessments. Practice has demonstrated the efficacy of this approach in addressing the school-based curriculum’s tendency to prioritize activities over systems and skills over values, thereby enhancing students’ cultural literacy and ideological and political education. This paper provides referential experience for integrating traditional culture inheritance with ideological and political education.