大思政背景下高职院校课程思政和思政课程协同发展评价体系研究
DOI:
https://doi.org/10.6938/9aampc71Abstract
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。
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