高等教育肩负着立德树人的历史使命，针对“为谁培养人”“培养什么样的人”“如何培养人”这一基本问题保持着深入探索与积极创新。2020年教育部印发的《高等学校课程思政建设指导纲要》的通知再次将高校的课程思政建设推向了一个新的高度，明确指出要把思想政治教育贯穿人才培养体系，充分发挥好每门课程的育人功能，承担育人责任，且课程思政的核心是通过挖掘各门各类课程中蕴含的思政元素，将知识传授、技能培养和价值引导结合起来，从而建设“大思政”格局，培养新时代的建设者。 正所谓育人先育德，公共网球课程作为高校课程体系的重要课程，其蕴含着丰富且独特的育人资源，需要不断摸索课程思政的建设。基于此，以高校公共网球课程为切入点，运用定量与质性相结合的方式进行本研究。首先讨论网球思政教育包含哪些内容，运用文献资料法和专家访谈法全面且系统地对网球思政资源进行挖掘与凝练，然后采用德尔菲法构建出公共网球课程思政内容体系。进而讨论将该体系如何巧妙融入网球教学理念、目标、方法和评价中，最后为检验其时效性，运用行动研究法实施三轮的教育行动，期间教学反馈的收集多采用定性记录的方式以访谈、观察和问卷调查为主，不断总结、反思和改进，最终学生受到价值观的熏陶，提升了德育素养。 通过理论探索和实践研究得出以下结论： （1）高校公共网球课程思政指标包含4大思政维度：理想信念、道德修养、生命健康观和个人发展，以及9个二级指标，然后再到34个思政元素点赋予具体的指标内涵，共同构成一个多层次的网球思政内容系统。 （2）综合性的思政教育内容融化于网球技能的学习和运用中，首先要转变教学理念，教技术更教思想，修“谦逊礼貌、坚持不懈”品质；然后制定明确教学目标，有意识地强调网球项目精神的情感激励；找准教学内容，设计教学场景；再次运用灵活的教学方法；最后科学地进行教学评价，对学生德育评价应以描述性为主，由教师评价与学生评价相结合。 （3）德育素养的教育是一个长期且缓慢的过程，注重核心目标的实现，且注重对细节的把控力，要以具体的行为为抓手，课前提前预想可能出现的困难，并加强行为纠正的内容。 （4）运用故事模式、线上与线下混合式等多元教学模式，课内外一体化，设计教学情境令网球思政内容更加深入浅出，帮助学生真正做到精神引领技术与未来生活习惯。

Higher education shoulders the historical mission of nurturing people with integrity of character and cultivation. It has been actively exploring and innovating in response to the fundamental questions of "for whom to cultivate", "what kind of people to cultivate", and "how to cultivate people". In 2020, the Ministry of Education issued the "Guidance Outline for the Construction of Ideological and Political Education in Colleges and Universities" which once again pushed forward the ideological and political construction of colleges and universities to a new height. It explicitly pointed out that ideological and political education should be integrated into the talent cultivation system, fully exerting the educative function of each course, assuming educational responsibility, and the core of ideological and political education in courses is to excavate the ideological and political elements contained in various courses, combine knowledge imparting, skill training, and value guidance, so as to establish a "big ideological and political education" framework and cultivate builders for the new era. As the saying goes, "To educate a person is to educate their morals." Public tennis courses, as an important part of the university curriculum system, contain rich and unique educational resources that require continuous exploration of the construction of ideological and political education. Based on this, this study takes public tennis courses in universities as the entry point, using a combination of quantitative and qualitative methods. Firstly, we discuss what content should be included in tennis ideological and political education, using literature review and expert interviews to fully and systematically explore and refine the ideological and political education resources of tennis courses. Then, we use Delphi method to construct an ideological and political content system for public tennis courses. Subsequently, we discuss how to integrate this system into the teaching philosophy, objectives, methods, and evaluation of tennis teaching, and finally implement three rounds of educational actions using action research method to test its timeliness. During the process of collecting feedback on teaching, we mainly use qualitative methods such as interviews, observations, and questionnaire surveys to continuously summarize, reflect, and improve. In the end, students are influenced by values and their moral literacy is improved. Through theoretical exploration and practical research, the following conclusions are drawn: (1) The ideological and political indicators of college public tennis courses include 4 ideological and political dimensions: ideal and belief, moral cultivation, life and health outlook and personal development, as well as 9 secondary indicators, and then 34 ideological and political elements to give specific indicators connotation, together to form a multi-level tennis ideological and political content system. (2) The comprehensive ideological and political education content melts into the study and application of tennis skills. First of all, we must change the teaching concept, teach technology but also teach ideas, and cultivate the quality of "modesty, courtesy and perseverance"; Then make clear teaching goal, consciously emphasize the emotional motivation of tennis project spirit; Find out the teaching content, design the teaching scene; Thirdly, use flexible teaching methods; Finally, the teaching evaluation should be carried out scientifically. The evaluation of students' moral education should be mainly descriptive and combined with the evaluation of teachers and students. (3) The education of moral literacy is a long-term and slow process, focusing on the realization of core goals and the control of details, taking specific behaviors as the starting point, anticipating possible difficulties in advance before class, and strengthening the content of behavior correction. (4) Using multiple teaching modes such as story mode, online and offline mixed mode, integrating inside and outside class, designing teaching situations to make the tennis ideological and political content more profound and simple, helping students to truly guide technology and future life habits with spirit.