基于主成分分析与模糊聚类的“三全育人”课程思政效果定量评价

Quantitative Evaluation of the Effectiveness of Curriculum-Based Ideological and Political Education under the “Three-Wide Education” Framework Based on Principal Component Analysis and Fuzzy Clustering

摘要: “三全育人”理念下课程思政对学生的全面发展至关重要。目前课程思政理论、实践方面的研究取得了良好成效，但量化方面的研究很少。为此，本文对思政教育引导、教师职业道德素养、课程教学与考核相关的18个因素进行了调研，并提出基于主成分分析与模糊聚类的“三全育人”课程思政实践效果定量评价方法。结果表明，思政教育引导程度、教师思政素养对课程思政效果起主导作用(75.29%)，考核方式对课程思政的影响次之；类IV学生的指标整体上最高，课程思政效果最好，而类III学生的指标整体上较低，需要多关心这些学生的课程思政动态。研究成果能指导课程教学改革和学科发展。

Abstract: Under the concept of “Three-Wide Education”, ideological and political education integrated into the curriculum plays a crucial role in promoting the all-round development of students. Although considerable progress has been made in theoretical and practical research on curriculum-based ideological and political education, quantitative studies remain limited. To address this gap, this study investigates 18 factors related to ideological and political guidance, teachers’ professional ethics and ideological-political competence, course instruction, and assessment, and proposes a quantitative evaluation method for assessing the practical effectiveness of curriculum-based ideological and political education under the “Three-Wide Education” framework based on principal component analysis and fuzzy clustering. The results indicate that the degree of ideological and political guidance and teachers’ ideological-political competence play dominant roles in determining the effectiveness of curriculum-based ideological and political education, accounting for 75.29% of the overall influence, while assessment methods have the second greatest impact. Students in Cluster IV exhibit the highest overall indicator values and achieve the best outcomes, whereas students in Cluster III show relatively low indicator values and therefore require greater attention to their engagement with and response to curriculum-based ideological and political education. The findings can provide guidance for curriculum teaching reform and disciplinary development.