课程思政教学评价研究:评价原则,关键问题及评价框架  

Research on teaching evaluation for curriculum ideological and political education:Evaluation principles,key issues,and evaluation framework

作　　者：王丽 潘虹 Wang Li;Pan Hong(College of Basic Science,Tianjin Agricultural University,Tianjin 300392,China)

机构地区：[1]天津农学院基础科学学院,天津300392

出　　处：《天津农学院学报》2025年第2期38-43,共6页Journal of Tianjin Agricultural University

基　　金：天津市教育科学规划课题(EIE210295)。

摘　　要：开展客观全面的课程思政教学评价是提升课程思政建设水平的应有之举。课程思政教学评价既要评价教师从形式上是否符合课程思政教学的一般要求,也要评价课程思政教学对于学生价值塑造是否发挥作用。课程思政教学评价应坚持三个原则:突出主客体多维度,突出方法综合性,突出课程特点。课程思政教学评价包含三个关键问题:一评学生心灵是否受到触动,二评学生内在思想是否发生变化,三评师生集体关系是否良好。课程思政教学评价体系应包含教师自评、学生评价和同行评价等多个评价维度。Conducting objective and comprehensive curriculum ideological and political teaching evaluation is an appropriate measure to enhance the level of curriculum ideological and political construction.The main content of curriculum ideological and political teaching evaluation was analyzed,which not only evaluates whether teachers conform to the general requirements of course ideological and political teaching from the perspective of form,but also evaluates whether course ideological and political teaching has played a role in shaping the values of students.Three principles of curriculum ideological and political teaching evaluation were clarified,including emphasizing the multi-dimensional relationship between the subject and the object,t emphasizing the comprehensiveness of the evaluation method,and emphasizing the characteristics of the course.Three key issues in curriculum ideological and political teaching evaluation were discussed,including whether the students'hearts being touched,whether the students'inner thoughts being changed,and whether the collective relationship between teachers and students being good.A three-dimensional course ideological and political teaching evaluation system was constructed,including self-evaluation by teachers,student evaluation,and peer evaluation,and the key points of each type of evaluation were discussed.

关 键 词：课程思政 教学评价 评价框架 

分 类 号：G641[文化科学—高等教育学]