Research on How University Social Science Federations Promote Collaborative Education Between Ideological-Political Education and Professional Education in Universities - Constructing the “RIO” Curriculum Ideological-Political Education Model in Vocal Music

高校社科联促进高校思政教育和专业教育协同育人研究—《声乐》“RIO”课程思政模式构建

Under the educational policy of “fostering virtue through education” and the influence of aesthetic education, the vocal music curriculum aims not only to cultivate students' professional musical skills and aesthetic qualities but also to emphasize the holistic development of students' ideological, cultural, and social responsibility. Currently, ideological and political education (IPE) within university vocal music courses faces challenges such as “ fragmented understanding, ” “homogeneous content,”“formalized processes,” and “superficial outcomes.” To address these issues, the “RIO” model for IPE in vocal music has been proposed and implemented, incorporating three stages: Reception, Internalization and Output. This model effectively integrates IPE into professional vocal training, enabling students to develop a deep sense of humanistic care and social responsibility alongside their professional skills. Through curriculum design, instructional implementation, and outcome presentation, students gradually shift from being recipients of IPE to active participants, achieving a balance between the internalization and externalization of ideological education. This model not only provides a new pathway for integrating IPE and professional education in higher education but also offers insights for IPE construction in other disciplines, demonstrating the potential and possibilities of university social science associations in promoting collaborative education.

在“立德树人”的教育方针和美育浸润的背景下，《声乐》课程不仅致力于培养学生的音乐专业技能和审美素养，更强调思想政治素养、人文素养及社会责任感的全面发展。当前，高校《声乐》课程中的思政教育面临认识“片面化”、内容“单一化”、过程“形式化”及效果“表层化”等问题。为应对这些挑战，提出并实践了声乐“RIO”课程思政模式，通过“接收”（Reception）、“内化”（Internalization）和“输出”（Output）三个环节，将思政教育有效融入声乐专业教育，使学生在提升专业技能的同时具备深层次的人文关怀和社会责任感。通过教学内容设计、教学实施及成果展示环节，学生逐步从思政教育的接收者转变为实施者，实现了思政教育的内化与外化统一。这一模式不仅为高校在思政教育与专业教育融合方面提供了新的路径，也为其他专业领域的课程思政建设提供了启示，展示了高校社科联在协同育人中的潜力和可能性。