CIPP模式融入中职课程思政教学评价路径探析

Exploring the Integration Path of the CIPP Model into Curriculum Ideological and Political Education Evaluation in Secondary Vocational Schools

摘要: 课程思政是学校立德树人工作的核心路径，而在中职实际教学中很少涉及课程思政评价工作，缺乏适应于中职的课程思政教学评价体系，不能准确把握学生经过思政育人后的成长，阻碍了课程思政的进一步推进与改革。CIPP模式是一种集多种评价方法于一身的全过程评价模式，本研究将CIPP模式融入课程思政教学评价，评价课程思政在育人目标、教学准备、教学实施、教学成效方面的情况，以8个二级指标、20个三级指标明确了课堂教学各评价环节的观测重点及要求，以评促改，为教师后续课程设计与实施提供依据，同时，在不断改进中形成课程思政发展与建设的良性循环。

Abstract: Curriculum Ideological and Political Education are the core path of the school’s moral cultivation. However, within secondary vocational education practice, evaluation mechanisms for Curriculum Ideological and Political Education are rarely implemented. The lack of curriculum ideological and political teaching evaluation system adapted to secondary vocational education cannot accurately grasp the growth of students after ideological and political education, which hinders the further promotion and reform of curriculum ideology and politics. The CIPP model is a whole-process evaluation model that integrates a variety of evaluation methods. This study integrates the CIPP model into the ideological and political teaching evaluation of the curriculum, and evaluates the ideological and political situation of the curriculum in terms of educational goals, teaching preparation, teaching implementation, and teaching effectiveness. It clarifies classroom teaching with 8 second-level indicators and 20 third-level indicators. The observation focuses and requirements of each evaluation link are evaluated to promote reform, providing a basis for teachers’ follow-up curriculum design and implementation. At the same time, a virtuous cycle of curriculum ideological and political development, and construction is formed in continuous improvement.