沈阳农业大学学报(社会科学版)

教育部针对高校课程思政建设提出的要求使得教师教育课程改革面临新形势，将金课作为发展目标，加强教师教育课程思政建设，使其从更全面、更高阶的角度重构教师教育课程思政方式、内容等。“金课”视域下，加强教师教育课程思政建设，有助于促进立德树人根本任务的高效落实，突出各高校、各专业的办学特色，进一步提升教师职业素养，为金课建设奠定基础。但当前高校教师教育课程思政建设存在课程思政认识模糊、思政元素挖掘不深、教学评价创新不足、协同机制有待完善等问题，对此，文章基于金课建设需求，从教育理念更新、教学内容优化、评价体系构建、协同机制建设等多角度入手，完善教师教育课程思政体系，以充分发挥课程思政金课建设在教师教育专业高质量发展中的重要作用。

The requirements of the Ministry of Education for the ideological and political construction of college courses have made the reform of teacher education curriculum face a new situation, and the golden course is taken as the development goal to strengthen the ideological and political construction of teacher education courses, which can reconstruct the ideological and political methods and contents of teacher education courses from a more comprehensive and higherlevel perspective. From the perspective of "golden course", strengthening the ideological and political construction of teacher education courses is conducive to promoting the efficient implementation of the fundamental task of cultivating morality, which can highlight the characteristics of running schools in colleges and universities, further improving the professional quality of teachers, and laying the foundation for the construction of golden courses. However, there are some problems in the current ideological and political construction of teacher education courses in colleges and universities, such as the vague understanding of curriculum ideology and politics, the lack of deep excavation of ideological and political elements, the lack of innovation in teaching evaluation, and the need to improve the coordination mechanism. The construction of the golden courses needs a well-developed ideological and political education system in teacher education,including the update of educational concepts, the optimization of teaching content, the construction of evaluation systems,and the building of collaborative mechanisms, which can fully leverage the important role of ideological and political "golden course" development in the high-quality advancement of teacher education programs.