课程思政教学评价:内涵、阻力及化解  

The Teaching Evaluation of IPTTIAC:Connotation,Resistance and Resolution

作　　者：张瑞 覃千钟 ZHANG Rui;TAN Qian-zhong(College of Education Sciences,Nanning Normal University)

机构地区：[1]南宁师范大学教育科学学院,广西南宁530299

出　　处：《教育理论与实践》2021年第36期49-52,共4页Theory and Practice of Education

基　　金：广西教育科学重点研究基地重大课题“协同融合视域下广西高校课程思政教学质量评价体系研究”的阶段性研究成果之一。

摘　　要：课程思政教学评价能够挖掘和彰显课程育人功能,检验和印证课程育人目标,反思和引领课程育人价值。但在实施上受到高校场域中知识课程目标、课程评价技术、学科专业化的评价内容、课程评价管理等层面的阻力。化解课程思政教学评价的阻力需立足德育目标导向,建构思政性德育评价体系;基于课程创生取向,消解课程思政评价的技术症结;立足跨学科实践转向,实现课程思政评价的逻辑转换;形成评价主体多元化倾向,构建课程思政评价共同体。Through the teaching evaluation of “Ideological&Political”Theories Teaching in All Courses(IPTTIAC),we can excavate and highlight the educational function of IPTTIAC,test and confirm the educational goal,and reflect and lead the educational value.However,the implementation is hindered by the knowledge curriculum objectives,the curriculum evaluation technology,the evaluation content of discipline specialization,and the curriculum evaluation management.To resolve the resistance of the teaching evaluation of IPTTIAC,we should be based on the goal orientation of moral education to construct the evaluation system of ideological and political moral education,based on the orientation of curriculum creation to dispel the technical crux of IPTTIAC,based on the reform of interdisciplinary practice to realize the logical transformation of IPTTIAC,and form the pluralistic tendency of evaluation subjects to build the evaluation community of IPTTIAC.

关 键 词：课程思政 教学评价 课程育人 育人功能 育人目标 育人价值 逻辑转换 评价共同体 

分 类 号：G642.0[文化科学—高等教育学]