辽西地区“大思政课”建设的实施困境与优化路径研究——基于59名教师和924名学生问卷调查的实证分析

Research on the Implementation Challenges and Optimization Paths of the “Comprehensive Ideological and Political Education Course” in Western Liaoning Province—An Empirical Analysis Based on Questionnaires from 59 Teachers and 924 Students

摘要: 针对原有研究选题过宽、方法交代不足和结论推断偏泛等问题，本文将研究重心收束为辽西地区“大思政课”建设的实施困境。研究以59名思政课教师和924名学生的问卷资料为依据，从理念认知、实践教学、协同育人、数字资源和评价机制五个维度展开分析。结果显示，教师对“大思政课”育人价值的认可度较高，比例为91.5%，95%置信区间为81.6%~96.3%；学生希望思政课更多进入生活世界的比例为85.6%，95%置信区间为83.2%~87.7%。与此同时，教师“完全掌握实践教学方法”的比例仅为62.7%，且统计检验未达到显著高于50%的水平；认为协同效果良好的教师比例为55.9%，置信区间跨越50%。这说明当前主要矛盾并不在于是否认同“大思政课”，而在于理念向课程、资源、队伍和评价转化的能力不足。文章据此提出以概念清晰化、实践课程化、协同制度化和评价证据化为重点的优化路径。

Abstract: Addressing issues in previous studies such as overly broad research topics, insufficient methodological explanations, and overly general conclusions, this paper focuses its investigation on the implementation challenges of the “Comprehensive Ideological and Political Education Course” in western Liaoning Province. Based on questionnaire data from 59 ideological and political education teachers and 924 students, the study analyzes five dimensions: conceptual understanding, practical teaching, collaborative education, digital resources, and evaluation mechanisms. Results show that teachers demonstrate high recognition of the course’s educational value (91.5%,95% confidence interval: 81.6%~96.3%), while 85.6% of students hope for greater integration of ideological education into daily life contexts (95% CI: 83.2%~87.7%). However, only 62.7% of teachers report fully mastering practical teaching methods—a figure not statistically significant above 50%. Additionally, merely 55.9% of teachers acknowledge effective collaboration outcomes, with their confidence interval extending beyond the 50% threshold. These findings indicate that the primary challenge lies not in acceptance of the course concept but rather in inadequate translation of theoretical frameworks into concrete curriculum design, resource allocation, faculty engagement, and evaluation systems. The paper proposes an optimization roadmap emphasizing clearer conceptual definitions, curriculum-based practices, institutionalized collaboration mechanisms, and evidence-driven evaluations.