摘要
在“大思政课”视域下推动思政课程与课程思政同向同行已成为高职院校落实立德树人根本任务的战略举措。当前协同育人评价体系多侧重于制度构建等供给端的评价,缺乏对学生实际获得感的有效衡量,导致评价的导向、诊断与激励功能未能充分发挥。本文通过文献研究、问卷调研、访谈等方式构建一个以学生发展为中心、以素养增值为导向的协同发展评价体系,确立包含“协同性知识建构、融合性能力表现、内在化素养提升、综合性成果产出”四个维度的指标体系及权重,并采用CIPP模型与发展性评价理论框架,确保评价的系统性与发展性。在此基础上以学前教育专业《国家安全教育》课程为载体进行实证检验,并从院校、教师、学生、技术四个层面提出推行该评价体系的对策建议。
Under the perspective of the“Big Ideological and Political Course,”promoting ideological and political theory courses and curriculum-based ideological and political education to move in the same direction has become a strategic measure for higher vocational colleges to fulfill the fundamental task of fostering virtue through education.At present,evaluation systems for collaborative education tend to focus on the supply side,such as institutional construction,and lack effective measures of students’actual sense of gain.As a result,the guiding,diagnostic,and incentive functions of evaluation are not fully realized.This paper constructs a coordinated development evaluation system that is student-centered and oriented toward value-added competence growth,using literature research,questionnaires,and interviews.It establishes an index system and corresponding weights across four dimensions:“co-constructed knowledge,integrated competence performance,internalized quality enhancement,and comprehensive outcome production,”and adopts the CIPP model together with a developmental evaluation framework to ensure the systematic and developmental nature of the evaluation.On this basis,the course National Security Education in the preschool education major is taken as an empirical case,and countermeasure suggestions for implementing this evaluation system are proposed from the four levels of institution,teachers,students,and technology.
作者
陈锐钊
Ruizhao CHEN(Guangdong Polytechnic of Industry and Commerce)
出处
《产教融合研究》
2025年第5期25-32,共8页
INTEGRATION OF INDUSTRY AND EDUCATION
关键词
产教融合
就业指导课程
教学改革
实践路径
校企协同
Big Ideological and Political Course
collaborative education
evaluation system
student-centered
value-added evaluation
