A brief discussion of social value education in computational physics
浅谈计算物理课程思政实践

摘要

根据《高等学校课程思政建设指导纲要》对理工类课程思政建设的相关要求，本研究基于华南理工大学计算物理课程的教学实践，采用案例分析法（如受迫单摆、随机行走等4个典型案例），通过数值模拟与社会现象类比，挖掘思政元素。计算物理课程内容丰富，具有较强的趣味性和探索性。例如，受迫单摆的混沌行为、粒子扩散的随机行走模拟等既体现了物理学的深刻规律，也蕴含着丰富的育人资源。在课程思政的探索中，我们注重从教学内容中凝练思政元素，结合具体案例开展价值引导。在讲授混沌系统的初值敏感性时，引导学生认识到个体成长中“起点”固然重要，但更关键的是明确目标、坚持不懈。通过“蝴蝶效应”的演示，启发学生结合自身实际，合理规划，奋发进取，做到“有张有弛，履践致远”。在介绍随机行走模型，尤其是从带记忆的随机行走向自回避行走的转变过程中，鼓励学生在失败中总结经验，勇于修正路径。以“避免重复犯错”为例，引申出个体行为路径优化的重要性，激发学生对自我完善与持续进步的思考，理解在理性选择中实现“指数级跨越”的深层意义。教学反馈显示，85%的学生认为课程“有效提升了科学素养与价值观认知”（2024年问卷数据）。结果表明，算法效率优化类比“个人努力与资源分配”、混沌初值敏感性类比“起点与持续努力的关系”，能显著增强学生的价值认同。通过上述思政元素的融入，课程不仅实现了专业知识的有效传授，也促进了学生世界观、人生观、价值观的正向塑造，为落实立德树人根本任务提供了有力支撑。

Abstract

According to the Guidelines for Ideological and Political Education in Higher Education Curricula, which outline the requirements for ideological and political education in science and engineering courses, this paper draws on the author's teaching experience in the Computational Physics course at South China University of Technology to explore how to effectively integrate ideological and political education into professional courses, achieving a synergy between knowledge transmission and value guidance. The Computational Physics curriculum is rich in content and highly engaging, with strong elements of inquiry and interest. For example, topics such as the chaotic behavior of the forced pendulum and random walk simulations of particle diffusion not only demonstrate profound physical laws but also offer valuable educational potential. In our exploration of ideological and political integration, we focus on extracting value-based elements from the course content and using concrete examples to guide students’ values. When teaching the sensitivity to initial conditions in chaotic systems, we encourage students to understand that while starting conditions are important, setting clear goals and persevering is even more crucial. By demonstrating the "butterfly effect," we inspire students to plan their development paths rationally, strive diligently, and achieve balanced and sustainable progress. In discussing random walk models, particularly the transition from memory-based walks to self-avoiding walks, we encourage students to learn from setbacks and adjust their paths accordingly. The concept of “avoiding repeated mistakes” is used to illustrate the importance of optimizing one's behavioral trajectory, stimulating reflection on self-improvement and continuous progress, and fostering an understanding of how rational choices can lead to exponential breakthroughs. Through the integration of these ideological and political elements, the course not only delivers professional knowledge effectively but also positively shapes students' worldviews, outlooks on life, and values, thus providing strong support for the fundamental mission of moral education.