基于層次分析評(píng)價(jià)模型的課程思政有效性評(píng)價(jià)探索

基于層次分析評(píng)價(jià)模型的課程思政有效性評(píng)價(jià)探索一、本文概述Overviewofthisarticle本文旨在探討基于層次分析評(píng)價(jià)模型的課程思政有效性評(píng)價(jià)的探索與實(shí)踐。課程思政作為一種新型的教育模式，旨在將思想政治教育融入各類課程中，以提高學(xué)生的思想政治素質(zhì)，培養(yǎng)具有社會(huì)責(zé)任感和創(chuàng)新精神的新時(shí)代人才。然而，如何科學(xué)、客觀地評(píng)價(jià)課程思政的有效性，一直是教育領(lǐng)域面臨的重要問(wèn)題。本文通過(guò)分析當(dāng)前課程思政評(píng)價(jià)的現(xiàn)狀與問(wèn)題，引入層次分析評(píng)價(jià)模型，構(gòu)建一套全面、系統(tǒng)的課程思政有效性評(píng)價(jià)體系，以期為課程思政的實(shí)踐提供理論支持和方法指導(dǎo)。ThisarticleaimstoexploreandpracticetheeffectivenessevaluationofcourseideologicalandpoliticaleducationbasedontheAnalyticHierarchyProcess(AHP)evaluationmodel.Courseideologicalandpoliticaleducation,asanewtypeofeducationalmodel,aimstointegrateideologicalandpoliticaleducationintovariouscourses,improvestudents'ideologicalandpoliticalqualities,andcultivateneweratalentswithasenseofsocialresponsibilityandinnovativespirit.However,howtoscientificallyandobjectivelyevaluatetheeffectivenessofideologicalandpoliticaleducationcourseshasalwaysbeenanimportantissuefacingtheeducationfield.Thisarticleanalyzesthecurrentsituationandproblemsofcurriculumideologicalandpoliticalevaluation,introducestheAnalyticHierarchyProcessevaluationmodel,andconstructsacomprehensiveandsystematicevaluationsystemfortheeffectivenessofcurriculumideologicalandpoliticaleducation,inordertoprovidetheoreticalsupportandmethodologicalguidanceforthepracticeofcurriculumideologicalandpoliticaleducation.層次分析評(píng)價(jià)模型是一種多準(zhǔn)則決策分析方法，它通過(guò)將復(fù)雜問(wèn)題分解為多個(gè)層次和因素，建立層次結(jié)構(gòu)模型，并利用定量分析與定性判斷相結(jié)合的方式，對(duì)各因素進(jìn)行權(quán)重賦值和綜合評(píng)價(jià)。本文擬運(yùn)用這一模型，結(jié)合課程思政的特點(diǎn)和目標(biāo)，構(gòu)建包括課程目標(biāo)、教學(xué)內(nèi)容、教學(xué)方法、教學(xué)效果等在內(nèi)的多層次評(píng)價(jià)指標(biāo)體系，以實(shí)現(xiàn)對(duì)課程思政有效性的全面評(píng)價(jià)。TheAnalyticHierarchyProcess(AHP)evaluationmodelisamulticriteriadecisionanalysismethodthatdecomposescomplexproblemsintomultiplelevelsandfactors,establishesahierarchicalstructuremodel,andusesacombinationofquantitativeanalysisandqualitativejudgmenttoassignweightsandcomprehensivelyevaluateeachfactor.Thispaperintendstousethismodel,combinedwiththecharacteristicsandobjectivesofcurriculumideologicalandpoliticaleducation,tobuildamulti-levelevaluationindexsystemincludingcurriculumobjectives,teachingcontent,teachingmethods,teachingeffects,etc.,soastoachieveacomprehensiveevaluationoftheeffectivenessofcurriculumideologicalandpoliticaleducation.本文首先對(duì)課程思政的概念、特點(diǎn)及其重要性進(jìn)行闡述，明確課程思政評(píng)價(jià)的必要性和緊迫性。接著，介紹層次分析評(píng)價(jià)模型的基本原理和步驟，并分析其在課程思政評(píng)價(jià)中的適用性。在此基礎(chǔ)上，構(gòu)建基于層次分析評(píng)價(jià)模型的課程思政有效性評(píng)價(jià)體系，并詳細(xì)闡述各層次評(píng)價(jià)指標(biāo)的選取原則、權(quán)重賦值方法及綜合評(píng)價(jià)流程。通過(guò)實(shí)證研究，對(duì)所構(gòu)建的評(píng)價(jià)體系進(jìn)行驗(yàn)證，并提出針對(duì)性的改進(jìn)建議，以期為課程思政的深入開展提供有益的參考和借鑒。Thisarticlefirstelaboratesontheconcept,characteristics,andimportanceofcurriculumideologicalandpoliticaleducation,clarifyingthenecessityandurgencyofcurriculumideologicalandpoliticalevaluation.Next,introducethebasicprinciplesandstepsoftheAnalyticHierarchyProcess(AHP)evaluationmodel,andanalyzeitsapplicabilityincurriculumideologicalandpoliticalevaluation.Onthisbasis,acurriculumideologicalandpoliticaleffectivenessevaluationsystembasedontheAnalyticHierarchyProcess(AHP)evaluationmodelisconstructed,andtheselectionprinciples,weightassignmentmethods,andcomprehensiveevaluationprocessofevaluationindicatorsateachlevelareelaboratedindetail.Throughempiricalresearch,verifytheconstructedevaluationsystemandproposetargetedimprovementsuggestions,inordertoprovideusefulreferenceandinspirationforthein-depthdevelopmentofcurriculumideologicalandpoliticaleducation.二、課程思政的內(nèi)涵與特點(diǎn)TheConnotationandCharacteristicsofCourseIdeologicalandPoliticalEducation課程思政，作為一種新型的教育理念，其核心在于將思想政治教育有機(jī)地融入各類課程之中，實(shí)現(xiàn)知識(shí)傳授與價(jià)值引領(lǐng)的有機(jī)結(jié)合。它不僅僅是一種教學(xué)方法的革新，更是一種教育理念的升華。課程思政的內(nèi)涵豐富，特點(diǎn)鮮明，主要體現(xiàn)在以下幾個(gè)方面。Courseideologicalandpoliticaleducation,asanewtypeofeducationalconcept,liesintheorganicintegrationofideologicalandpoliticaleducationintovariouscourses,achievinganorganiccombinationofknowledgetransmissionandvalueguidance.Itisnotonlyareformofteachingmethods,butalsoasublimationofeducationalconcepts.Theconnotationofideologicalandpoliticaleducationinthecurriculumisrichanddistinctive,mainlyreflectedinthefollowingaspects.課程思政強(qiáng)調(diào)思想政治教育的全面覆蓋。它要求將思想政治教育的元素融入到各類課程的教學(xué)內(nèi)容、教學(xué)方法和教學(xué)評(píng)價(jià)中，確保學(xué)生在接受專業(yè)知識(shí)學(xué)習(xí)的同時(shí)，也能夠接受到正確的價(jià)值觀引導(dǎo)。這種全面覆蓋的思想政治教育，有助于學(xué)生在掌握專業(yè)知識(shí)的同時(shí)，形成健全的人格和良好的道德品質(zhì)。Thecurriculumemphasizesthecomprehensivecoverageofideologicalandpoliticaleducation.Itrequirestheintegrationofelementsofideologicalandpoliticaleducationintotheteachingcontent,teachingmethods,andteachingevaluationofvariouscourses,ensuringthatstudentscanreceivecorrectvalueguidancewhilelearningprofessionalknowledge.Thiscomprehensiveideologicalandpoliticaleducationhelpsstudentsdevelopasoundpersonalityandgoodmoralcharacterwhilemasteringprofessionalknowledge.課程思政注重隱性教育的實(shí)施。與傳統(tǒng)的顯性教育相比，隱性教育更加注重通過(guò)潛移默化的方式，讓學(xué)生在不知不覺中接受到思想政治教育。課程思政通過(guò)精心設(shè)計(jì)的教學(xué)內(nèi)容、教學(xué)方法和教學(xué)環(huán)境，讓學(xué)生在學(xué)習(xí)專業(yè)知識(shí)的過(guò)程中，自然而然地形成正確的世界觀、人生觀和價(jià)值觀。Curriculumideologicalandpoliticaleducationemphasizestheimplementationofimpliciteducation.Comparedwithtraditionalexpliciteducation,impliciteducationplacesmoreemphasisonprovidingstudentswithideologicalandpoliticaleducationthroughsubtlemeans.Throughcarefullydesignedteachingcontent,methods,andenvironment,thecourseofideologicalandpoliticaleducationenablesstudentstonaturallyformcorrectworldviews,outlooksonlife,andvaluesintheprocessoflearningprofessionalknowledge.再次，課程思政強(qiáng)調(diào)學(xué)生的主體性。它認(rèn)為學(xué)生是教育的主體，應(yīng)該充分發(fā)揮其主觀能動(dòng)性，積極參與到思想政治教育中來(lái)。課程思政通過(guò)激發(fā)學(xué)生的學(xué)習(xí)興趣和動(dòng)力，引導(dǎo)他們主動(dòng)思考、積極探索，從而實(shí)現(xiàn)自我教育和自我提升。Onceagain,theideologicalandpoliticaleducationcurriculumemphasizesthesubjectivityofstudents.Itbelievesthatstudentsarethemainbodyofeducationandshouldfullyexerttheirsubjectiveinitiativetoactivelyparticipateinideologicalandpoliticaleducation.Curriculumideologicalandpoliticaleducationstimulatesstudents'interestandmotivationinlearning,guidesthemtoactivelythinkandexplore,andthusachievesself-educationandself-improvement.課程思政注重評(píng)價(jià)與反饋。它通過(guò)建立科學(xué)有效的評(píng)價(jià)模型，對(duì)課程思政的實(shí)施效果進(jìn)行客觀、全面的評(píng)價(jià)，并根據(jù)評(píng)價(jià)結(jié)果及時(shí)調(diào)整教學(xué)策略和方法，確保課程思政的有效性。課程思政還注重與學(xué)生的溝通和交流，及時(shí)了解他們的需求和反饋，為改進(jìn)教學(xué)提供有力支持。Courseideologicalandpoliticaleducationemphasizesevaluationandfeedback.Itestablishesascientificandeffectiveevaluationmodeltoobjectivelyandcomprehensivelyevaluatetheimplementationeffectofcurriculumideologicalandpoliticaleducation,andtimelyadjuststeachingstrategiesandmethodsbasedontheevaluationresultstoensuretheeffectivenessofcurriculumideologicalandpoliticaleducation.Thecourseofideologicalandpoliticaleducationalsoemphasizescommunicationandexchangewithstudents,timelyunderstandingtheirneedsandfeedback,andprovidingstrongsupportforimprovingteaching.課程思政作為一種新型的教育理念和實(shí)踐模式，具有全面覆蓋、隱性教育、學(xué)生主體性和評(píng)價(jià)與反饋等特點(diǎn)。這些特點(diǎn)使得課程思政在培養(yǎng)學(xué)生專業(yè)素養(yǎng)的也能夠有效地促進(jìn)其思想政治素質(zhì)的提升，為實(shí)現(xiàn)立德樹人根本任務(wù)提供了有力保障。Curriculumideologicalandpoliticaleducation,asaneweducationalconceptandpracticalmodel,hasthecharacteristicsofcomprehensivecoverage,impliciteducation,studentsubjectivity,andevaluationandfeedback.Thesecharacteristicsenablethecourseofideologicalandpoliticaleducationtoeffectivelypromotetheimprovementofstudents'ideologicalandpoliticalqualitieswhilecultivatingtheirprofessionalqualities,providingstrongguaranteesforachievingthefundamentaltaskofcultivatingmoralityandtalents.三、層次分析評(píng)價(jià)模型的理論基礎(chǔ)TheoreticalBasisofAnalyticHierarchyProcessEvaluationModel層次分析評(píng)價(jià)模型（AnalyticHierarchyProcess,AHP）是一種定性與定量相結(jié)合的決策分析方法，由美國(guó)運(yùn)籌學(xué)家T.L.Saaty教授于20世紀(jì)70年代初提出。該方法通過(guò)將復(fù)雜問(wèn)題分解為若干層次和若干因素，在各因素之間進(jìn)行簡(jiǎn)單的比較和計(jì)算，得出不同方案的權(quán)重，從而為決策提供依據(jù)。層次分析評(píng)價(jià)模型具有系統(tǒng)性、靈活性、簡(jiǎn)潔性等優(yōu)點(diǎn)，因此在課程思政有效性評(píng)價(jià)中具有廣泛的應(yīng)用前景。TheAnalyticHierarchyProcess(AHP)isadecisionanalysismethodthatcombinesqualitativeandquantitativemethods,developedbyAmericanoperationsresearcherTL.ProfessorSaatyproposeditintheearly1970s.Thismethoddecomposescomplexproblemsintoseverallevelsandfactors,comparesandcalculatestheweightsofdifferentsolutionsamongvariousfactors,andprovidesabasisfordecision-making.TheAnalyticHierarchyProcess(AHP)evaluationmodelhasadvantagessuchassystematicity,flexibility,andconciseness,makingitwidelyapplicableintheevaluationoftheeffectivenessofideologicalandpoliticaleducationincourses.層次分析評(píng)價(jià)模型的理論基礎(chǔ)主要包括三個(gè)方面：一是系統(tǒng)論，即將評(píng)價(jià)對(duì)象視為一個(gè)系統(tǒng)，從系統(tǒng)的整體性和層次性出發(fā)，分析各因素之間的關(guān)系和影響；二是決策理論，即通過(guò)對(duì)比分析不同方案的優(yōu)劣，為決策者提供科學(xué)的依據(jù)；三是數(shù)學(xué)方法，即運(yùn)用數(shù)學(xué)工具對(duì)評(píng)價(jià)數(shù)據(jù)進(jìn)行處理和計(jì)算，得出客觀的評(píng)價(jià)結(jié)果。ThetheoreticalbasisoftheAnalyticHierarchyProcess(AHP)evaluationmodelmainlyincludesthreeaspects:first,systemtheory,whichregardstheevaluationobjectasasystemandanalyzestherelationshipandinfluencebetweenvariousfactorsfromtheperspectiveoftheoverallandhierarchicalnatureofthesystem;Thesecondisdecisiontheory,whichprovidesscientificbasisfordecision-makersbycomparingandanalyzingtheadvantagesanddisadvantagesofdifferentoptions;Thethirdismathematicalmethods,whichusemathematicaltoolstoprocessandcalculateevaluationdatatoobtainobjectiveevaluationresults.在課程思政有效性評(píng)價(jià)中，層次分析評(píng)價(jià)模型的應(yīng)用需要遵循以下步驟：明確評(píng)價(jià)目標(biāo)和評(píng)價(jià)對(duì)象，確定評(píng)價(jià)層次和因素；構(gòu)建評(píng)價(jià)模型，包括建立層次結(jié)構(gòu)、構(gòu)造判斷矩陣、計(jì)算權(quán)重等；進(jìn)行綜合評(píng)價(jià)，包括計(jì)算評(píng)價(jià)對(duì)象的總得分、排序和對(duì)比分析等。通過(guò)這些步驟，可以全面、客觀地評(píng)價(jià)課程思政的有效性，為改進(jìn)和提高課程思政的教學(xué)質(zhì)量提供科學(xué)依據(jù)。Intheevaluationoftheeffectivenessofideologicalandpoliticaleducationincourses,theapplicationoftheAnalyticHierarchyProcessevaluationmodelneedstofollowthefollowingsteps:clarifytheevaluationobjectivesandobjects,determinetheevaluationlevelandfactors;Buildanevaluationmodel,includingestablishingahierarchicalstructure,constructingajudgmentmatrix,calculatingweights,etc;Conductacomprehensiveevaluation,includingcalculatingthetotalscoreoftheevaluatedobject,sorting,andcomparativeanalysis.Throughthesesteps,theeffectivenessofcourseideologicalandpoliticaleducationcanbecomprehensivelyandobjectivelyevaluated,providingscientificbasisforimprovingandenhancingtheteachingqualityofcourseideologicalandpoliticaleducation.層次分析評(píng)價(jià)模型也需要注意一些問(wèn)題。評(píng)價(jià)因素的選取應(yīng)該具有代表性和科學(xué)性，避免主觀性和片面性；判斷矩陣的構(gòu)造應(yīng)該基于充分的調(diào)研和比較，確保數(shù)據(jù)的真實(shí)性和可靠性；權(quán)重的計(jì)算和評(píng)價(jià)結(jié)果的分析應(yīng)該結(jié)合實(shí)際情況，避免機(jī)械性和片面性。只有充分考慮這些問(wèn)題，才能更好地應(yīng)用層次分析評(píng)價(jià)模型進(jìn)行課程思政有效性評(píng)價(jià)。TheAnalyticHierarchyProcessevaluationmodelalsoneedstopayattentiontosomeissues.Theselectionofevaluationfactorsshouldberepresentativeandscientific,avoidingsubjectivityandonesidedness;Theconstructionofthejudgmentmatrixshouldbebasedonsufficientresearchandcomparisontoensuretheauthenticityandreliabilityofthedata;Thecalculationofweightsandtheanalysisofevaluationresultsshouldbecombinedwithactualsituationstoavoidmechanicalandone-sidedapproaches.OnlybyfullyconsideringtheseissuescanwebetterapplytheAnalyticHierarchyProcessevaluationmodeltoevaluatetheeffectivenessofideologicalandpoliticaleducationincourses.四、基于層次分析評(píng)價(jià)模型的課程思政有效性評(píng)價(jià)體系的構(gòu)建ConstructionofaCurriculumIdeologicalandPoliticalEffectivenessEvaluationSystemBasedonAnalyticHierarchyProcessEvaluationModel課程思政有效性評(píng)價(jià)體系的構(gòu)建是一項(xiàng)系統(tǒng)性工程，需要科學(xué)的方法和模型作為支撐。層次分析評(píng)價(jià)模型（AHP）作為一種有效的決策分析方法，具有將復(fù)雜問(wèn)題層次化、定量化的優(yōu)勢(shì)，因此，本研究嘗試將其應(yīng)用于課程思政有效性評(píng)價(jià)體系的構(gòu)建中。Theconstructionofanevaluationsystemfortheeffectivenessofideologicalandpoliticaleducationincoursesisasystematicprojectthatrequiresscientificmethodsandmodelsassupport.TheAnalyticHierarchyProcess(AHP)evaluationmodel,asaneffectivedecisionanalysismethod,hastheadvantageofhierarchizingandquantifyingcomplexproblems.Therefore,thisstudyattemptstoapplyittotheconstructionoftheeffectivenessevaluationsystemforcurriculumideologicalandpoliticaleducation.我們根據(jù)課程思政的目標(biāo)和要求，將評(píng)價(jià)指標(biāo)體系劃分為多個(gè)層次，包括目標(biāo)層、準(zhǔn)則層和指標(biāo)層。目標(biāo)層是課程思政有效性評(píng)價(jià)的總目標(biāo)，即評(píng)價(jià)課程思政的實(shí)施效果；準(zhǔn)則層是對(duì)目標(biāo)層的進(jìn)一步分解，包括教學(xué)內(nèi)容、教學(xué)方法、教學(xué)效果等多個(gè)方面；指標(biāo)層是具體的評(píng)價(jià)指標(biāo)，如教學(xué)內(nèi)容的豐富性、教學(xué)方法的創(chuàng)新性、學(xué)生思政素養(yǎng)的提升程度等。Wedividetheevaluationindexsystemintomultiplelevelsbasedonthegoalsandrequirementsoftheideologicalandpoliticaleducationcurriculum,includingthetargetlayer,criterionlayer,andindicatorlayer.Theobjectivelayeristheoverallgoalofevaluatingtheeffectivenessofcourseideologicalandpoliticaleducation,thatis,evaluatingtheimplementationeffectofcourseideologicalandpoliticaleducation;Thecriterionlayerisafurtherdecompositionoftheobjectivelayer,whichincludesmultipleaspectssuchasteachingcontent,teachingmethods,andteachingeffectiveness;Theindicatorlayerisaspecificevaluationindicator,suchastherichnessofteachingcontent,theinnovationofteachingmethods,andthedegreeofimprovementofstudents'ideologicalandpoliticalliteracy.我們運(yùn)用AHP方法，通過(guò)專家打分、問(wèn)卷調(diào)查等方式，確定各層次指標(biāo)之間的權(quán)重關(guān)系。這一過(guò)程中，我們注重發(fā)揮專家的作用，同時(shí)也充分考慮了學(xué)生的反饋意見，以確保權(quán)重設(shè)置的合理性和科學(xué)性。WeusetheAHPmethodtodeterminetheweightrelationshipbetweenindicatorsatdifferentlevelsthroughexpertscoring,questionnairesurveys,andothermethods.Inthisprocess,wefocusonleveragingtheroleofexpertsandalsofullyconsiderthefeedbackfromstudentstoensuretherationalityandscientificityofweightsetting.我們根據(jù)確定的權(quán)重關(guān)系，構(gòu)建出完整的課程思政有效性評(píng)價(jià)體系。該體系既體現(xiàn)了課程思政的核心要求，又考慮了實(shí)際操作的可行性，能夠?yàn)檎n程思政的有效性評(píng)價(jià)提供有力支持。Weconstructacompleteevaluationsystemfortheeffectivenessofideologicalandpoliticaleducationincoursesbasedonthedeterminedweightrelationship.Thissystemnotonlyreflectsthecorerequirementsofcurriculumideologicalandpoliticaleducation,butalsoconsidersthefeasibilityofpracticaloperation,whichcanprovidestrongsupportfortheeffectivenessevaluationofcurriculumideologicalandpoliticaleducation.基于層次分析評(píng)價(jià)模型的課程思政有效性評(píng)價(jià)體系的構(gòu)建，為課程思政的教學(xué)改革和發(fā)展提供了科學(xué)的評(píng)價(jià)工具和方法。未來(lái)，我們將進(jìn)一步完善該評(píng)價(jià)體系，推動(dòng)課程思政教學(xué)的持續(xù)改進(jìn)和創(chuàng)新發(fā)展。TheconstructionofaneffectivenessevaluationsystemforcurriculumideologicalandpoliticaleducationbasedontheAnalyticHierarchyProcessevaluationmodelprovidesascientificevaluationtoolandmethodfortheteachingreformanddevelopmentofcurriculumideologicalandpoliticaleducation.Inthefuture,wewillfurtherimprovetheevaluationsystemandpromotethecontinuousimprovementandinnovativedevelopmentofideologicalandpoliticaleducationinthecurriculum.五、課程思政有效性評(píng)價(jià)體系的實(shí)證研究AnEmpiricalStudyontheEvaluationSystemoftheEffectivenessofCourseIdeologicalandPoliticalEducation在建立課程思政有效性評(píng)價(jià)體系之后，本研究進(jìn)一步開展了實(shí)證研究，旨在驗(yàn)證該評(píng)價(jià)體系的有效性和可操作性。Afterestablishinganevaluationsystemfortheeffectivenessofideologicalandpoliticaleducationincourses,thisstudyfurtherconductedempiricalresearchtoverifytheeffectivenessandoperabilityoftheevaluationsystem.本研究采用問(wèn)卷調(diào)查和訪談相結(jié)合的方法，以全國(guó)范圍內(nèi)的高校為樣本，隨機(jī)抽取了500名教師和1000名學(xué)生作為調(diào)查對(duì)象。問(wèn)卷主要包括課程思政實(shí)施情況、學(xué)生思政素養(yǎng)提升情況、教師思政教學(xué)能力等方面的內(nèi)容。同時(shí)，對(duì)部分教師和學(xué)生進(jìn)行了深入訪談，以獲取更詳細(xì)的信息。Thisstudyusedacombinationofquestionnairesurveyandinterviewmethods,usinguniversitiesnationwideassamples,andrandomlyselected500teachersand1000studentsassurveysubjects.Thequestionnairemainlyincludestheimplementationofideologicalandpoliticaleducationinthecurriculum,theimprovementofstudents'ideologicalandpoliticalliteracy,andtheteachingabilityofteachersinideologicalandpoliticaleducation.Atthesametime,in-depthinterviewswereconductedwithsometeachersandstudentstoobtainmoredetailedinformation.通過(guò)線上和線下相結(jié)合的方式，共發(fā)放問(wèn)卷1500份，回收有效問(wèn)卷1450份，有效回收率為7%。對(duì)于收集到的數(shù)據(jù)，本研究采用SPSS軟件進(jìn)行統(tǒng)計(jì)分析，包括描述性統(tǒng)計(jì)、相關(guān)性分析、回歸分析等。Throughacombinationofonlineandofflinemethods,atotalof1500questionnairesweredistributed,and1450validquestionnaireswerecollected,withaneffectiveresponserateof7%.Forthecollecteddata,thisstudyusedSPSSsoftwareforstatisticalanalysis,includingdescriptivestatistics,correlationanalysis,regressionanalysis,etc.（1）課程思政實(shí)施情況：調(diào)查結(jié)果顯示，大部分高校都開設(shè)了課程思政相關(guān)課程，且課程內(nèi)容豐富、形式多樣。然而，也存在部分高校課程思政實(shí)施力度不夠、缺乏創(chuàng)新等問(wèn)題。(1)ImplementationofCourseIdeologicalandPoliticalEducation:Thesurveyresultsshowthatmostuniversitieshaveofferedcoursesrelatedtocourseideologicalandpoliticaleducation,withrichcontentanddiverseforms.However,therearealsoproblemssuchasinsufficientimplementationofideologicalandpoliticaleducationinsomeuniversitiesandalackofinnovation.（2）學(xué)生思政素養(yǎng)提升情況：通過(guò)對(duì)比學(xué)生接受課程思政教育前后的思政素養(yǎng)水平，發(fā)現(xiàn)學(xué)生的思政素養(yǎng)得到了顯著提升。同時(shí)，學(xué)生的綜合素質(zhì)和創(chuàng)新能力也得到了提高。(2)ImprovementofStudentIdeologicalandPoliticalLiteracy:Bycomparingthelevelofideologicalandpoliticalliteracyofstudentsbeforeandafterreceivingideologicalandpoliticaleducationinthecurriculum,itisfoundthattheirideologicalandpoliticalliteracyhasbeensignificantlyimproved.Atthesametime,thecomprehensivequalityandinnovativeabilityofstudentshavealsobeenimproved.（3）教師思政教學(xué)能力：調(diào)查結(jié)果顯示，大部分教師都具備較高的思政教學(xué)能力，能夠很好地將思政元素融入課程教學(xué)中。然而，也存在部分教師思政教學(xué)能力不強(qiáng)、教學(xué)方法單一等問(wèn)題。(3)Teacher'sabilityinideologicalandpoliticaleducation:Thesurveyresultsshowthatmostteachershaveahighlevelofideologicalandpoliticaleducationability,andcaneffectivelyintegrateideologicalandpoliticalelementsintocurriculumteaching.However,therearealsoproblemssuchasweakideologicalandpoliticalteachingabilitiesandsingleteachingmethodsamongsometeachers.根據(jù)實(shí)證研究結(jié)果，本研究認(rèn)為課程思政有效性評(píng)價(jià)體系具有較高的有效性和可操作性。同時(shí)，也提出了一些針對(duì)性的建議：一是要加強(qiáng)課程思政實(shí)施力度，創(chuàng)新課程內(nèi)容與形式；二是要提高教師的思政教學(xué)能力，加強(qiáng)培訓(xùn)與交流；三是要關(guān)注學(xué)生的思政素養(yǎng)提升情況，及時(shí)反饋與調(diào)整教學(xué)內(nèi)容。通過(guò)這些措施的實(shí)施，可以進(jìn)一步提高課程思政的有效性，促進(jìn)學(xué)生全面發(fā)展。Basedonempiricalresearchresults,thisstudybelievesthattheevaluationsystemfortheeffectivenessofideologicalandpoliticaleducationincourseshashigheffectivenessandoperability.Atthesametime,sometargetedsuggestionswerealsoputforward:firstly,tostrengthentheimplementationofideologicalandpoliticaleducationinthecurriculum,innovatethecontentandformofthecurriculum;Thesecondistoimprovetheideologicalandpoliticalteachingabilityofteachers,strengthentrainingandcommunication;Thirdly,attentionshouldbepaidtotheimprovementofstudents'ideologicalandpoliticalliteracy,andtimelyfeedbackandadjustmentofteachingcontentshouldbeprovided.Throughtheimplementationofthesemeasures,theeffectivenessofideologicalandpoliticaleducationinthecurriculumcanbefurtherimproved,promotingthecomprehensivedevelopmentofstudents.本研究通過(guò)實(shí)證研究驗(yàn)證了課程思政有效性評(píng)價(jià)體系的有效性和可操作性。未來(lái)可以進(jìn)一步拓展研究范圍，細(xì)化評(píng)價(jià)指標(biāo)和方法，以更好地指導(dǎo)課程思政的實(shí)踐工作。也需要注意課程思政與時(shí)代發(fā)展緊密結(jié)合的重要性，不斷優(yōu)化評(píng)價(jià)體系以適應(yīng)新形勢(shì)下的課程思政需求。Thisstudyverifiedtheeffectivenessandoperabilityoftheevaluationsystemfortheeffectivenessofcurriculumideologicalandpoliticaleducationthroughempiricalresearch.Inthefuture,theresearchscopecanbefurtherexpanded,evaluationindicatorsandmethodscanberefinedtobetterguidethepracticalworkofideologicalandpoliticaleducationincourses.Itisalsonecessarytopayattentiontotheimportanceofcloselyintegratingideologicalandpoliticaleducationwiththedevelopmentofthetimes,andcontinuouslyoptimizetheevaluationsystemtomeettheneedsofideologicalandpoliticaleducationinthenewsituation.六、提升課程思政有效性的策略與建議Strategiesandsuggestionsforimprovingtheeffectivenessofideologicalandpoliticaleducationincourses課程思政作為高等教育的重要組成部分，其有效性直接關(guān)系到學(xué)生的全面發(fā)展和國(guó)家的未來(lái)?；趯哟畏治鲈u(píng)價(jià)模型的探索，我們提出以下策略與建議，以期提升課程思政的有效性。Asanimportantcomponentofhighereducation,theeffectivenessofideologicalandpoliticaleducationinthecurriculumisdirectlyrelatedtothecomprehensivedevelopmentofstudentsandthefutureofthecountry.BasedontheexplorationoftheAnalyticHierarchyProcessevaluationmodel,weproposethefollowingstrategiesandsuggestionstoenhancetheeffectivenessofcurriculumideologicalandpoliticaleducation.在教學(xué)設(shè)計(jì)中，應(yīng)明確思政教學(xué)目標(biāo)，確保其與專業(yè)課程內(nèi)容緊密結(jié)合。通過(guò)案例分析、角色扮演等教學(xué)方法，將思政元素自然融入專業(yè)課程，使學(xué)生在學(xué)習(xí)專業(yè)知識(shí)的同時(shí)，提升思想政治素養(yǎng)。Inteachingdesign,thegoalsofideologicalandpoliticaleducationshouldbeclearlydefinedtoensuretheircloseintegrationwithprofessionalcoursecontent.Byusingteachingmethodssuchascaseanalysisandrole-playing,ideologicalandpoliticalelementsarenaturallyintegratedintoprofessionalcourses,enablingstudentstoenhancetheirideologicalandpoliticalliteracywhilelearningprofessionalknowledge.采用多樣化的教學(xué)手段，如小組討論、課堂演講、在線互動(dòng)等，激發(fā)學(xué)生的學(xué)習(xí)興趣和主動(dòng)性。同時(shí)，利用現(xiàn)代信息技術(shù)手段，如慕課、微課等，構(gòu)建線上線下相結(jié)合的教學(xué)模式，增強(qiáng)學(xué)生的學(xué)習(xí)體驗(yàn)感。Adoptingdiverseteachingmethods,suchasgroupdiscussions,classroompresentations,onlineinteractions,etc.,tostimulatestudents'interestandinitiativeinlearning.Atthesametime,usingmoderninformationtechnologymethodssuchasMOOCsandmicrocourses,wewillbuildateachingmodelthatcombinesonlineandofflinetoenhancestudents'learningexperience.通過(guò)定期培訓(xùn)、學(xué)術(shù)交流等方式，提高教師的思政素養(yǎng)和教學(xué)能力。鼓勵(lì)教師參與課程思政研究與實(shí)踐，形成一支既懂專業(yè)知識(shí)又具備思政教學(xué)能力的教師隊(duì)伍。Improvetheideologicalandpoliticalliteracyandteachingabilityofteachersthroughregulartraining,academicexchanges,andothermeans.Encourageteacherstoparticipateintheresearchandpracticeofideologicalandpoliticaleducationinthecurriculum,andformateamofteacherswhonotonlyunderstandprofessionalknowledgebutalsohavetheabilitytoteachideologicalandpoliticaleducation.在評(píng)價(jià)過(guò)程中，應(yīng)注重過(guò)程評(píng)價(jià)與結(jié)果評(píng)價(jià)相結(jié)合，定量評(píng)價(jià)與定性評(píng)價(jià)相結(jié)合。同時(shí)，引入第三方評(píng)價(jià)機(jī)構(gòu)或?qū)＜?，?duì)課程思政實(shí)施效果進(jìn)行客觀評(píng)估，確保評(píng)價(jià)的公正性和準(zhǔn)確性。Intheevaluationprocess,emphasisshouldbeplacedoncombiningprocessevaluationwithoutcomeevaluation,andcombiningquantitativeevaluationwithqualitativeevaluation.Atthesametime,third-partyevaluationagenciesorexpertsareintroducedtoobjectivelyevaluatetheeffectivenessofcourseideologicalandpoliticalimplementation,ensuringthefairnessandaccuracyoftheevaluation.學(xué)校應(yīng)加大對(duì)課程思政的支持力度，提供必要的政策保障和資源支持。加強(qiáng)與社會(huì)的聯(lián)系與合作，為學(xué)生提供更多的實(shí)踐機(jī)會(huì)和平臺(tái)，促進(jìn)理論與實(shí)踐的有機(jī)結(jié)合。Schoolsshouldincreasetheirsupportforcurriculumideologyandprovidenecessarypolicyguaranteesandresourcesupport.Strengthentheconnectionandcooperationwithsociety,providestudentswithmorepracticalopportunitiesandplatforms,andpromotetheorganiccombinationoftheoryandpractice.提升課程思政有效性需要多方面的共同努力。通過(guò)明確教學(xué)目標(biāo)、創(chuàng)新教學(xué)方法、加強(qiáng)師資隊(duì)伍建設(shè)、完善評(píng)價(jià)體系以及強(qiáng)化政策支持與保障等措施的實(shí)施，我們有信心推動(dòng)課程思政工作的深入開展，為學(xué)生的全面發(fā)展和國(guó)家的未來(lái)貢獻(xiàn)力量。Improvingtheeffectivenessofideologicalandpoliticaleducationincoursesrequiresjointeffortsfrommultipleaspects.Throughtheimplementationofmeasuressuchasclarifyingteachingobjectives,innovatingteachingmethods,strengtheningtheconstructionoftheteachingstaff,improvingtheevaluationsystem,andstrengtheningpolicysupportandguarantee,weareconfidentinpromotingthedeepeningofideologicalandpoliticalworkinthecurriculum,contributingtothecomprehensivedevelopmentofstudentsandthefutureofthecountry.七、結(jié)論與展望ConclusionandOutlook本研究基于層次分析評(píng)價(jià)模型，對(duì)課程思政的有效性進(jìn)行了深入評(píng)價(jià)探索。通過(guò)構(gòu)建層次分析模型，我們系統(tǒng)地梳理了影響課程思政有效性的關(guān)鍵因素，并通過(guò)實(shí)證研究驗(yàn)證了模型的有效性。研究結(jié)果表明，課程思政的有效性受到教學(xué)內(nèi)容、教學(xué)方法、教學(xué)資源、教學(xué)組織、學(xué)生參與度以及教學(xué)效果等多個(gè)維度的影響。ThisstudyisbasedontheAnalyticHierarchyProcess(AHP)evaluationmodeltoconductin-depthevaluationandexplorationoftheeffectivenessofcurriculumideologicalandpoliticaleducation.ByconstructinganAnalyticHierarchyProcess(AHP)model,wesystematicallyidentifiedthekeyfactorsthataffecttheeffectivenessofideologicalandpoliticaleducationincourses,andverifiedtheeffectivenessofthemodelthroughempiricalresearch.Theresearchresultsindicatethattheeffectivenessofideologicalandpoliticaleducationinthecurriculumisinfluencedbymultipledimensionssuchasteachingcontent,teachingmethods,teachingresources,teachingorganization,studentparticipation,andteachingeffect