An Exploration of the Construction of a Value-Added Evaluation System for Ideological and Political Theory Course Teaching in Higher Education Institutions

With the high-quality development of ideological and political theory courses in higher education institutions, the first issue to be addressed is how to effectively evaluate the teaching effectiveness of these courses. "Value-added evaluation," as an economic term, emphasizes the "added value" that can be created in both input and output aspects, measuring not only outcomes but also processes. Exploring value-added evaluation in the teaching of ideological and political theory courses in higher education institutions and optimizing the value-added evaluation system for such teaching represents a transcendence of traditional outcome-based evaluation. It stimulates the impetus for reform in ideological and political theory courses, effectively records the entire process of teaching activities in these courses, and isolates the influence of objectively existing unfair factors. The value-added evaluation system for ideological and political theory courses will examine whether students have made progress and achieved value-added gains, taking students' knowledge acquisition, ability enhancement, and emotional identification as the starting point. It comprehensively assesses whether students' knowledge, abilities, emotions, etc., have significantly improved, thereby evaluating the contributions made by schools and teachers to enhancing students' comprehensive abilities. This has important theoretical value and practical significance for promoting the high-quality development of ideological and political theory courses in higher education institutions.

随着高校思政课高质量发展，首先应当解决如何有效评价高校思政课教学效果。“增值评价”作为经济学术语，其强调在投入和产出两个方面可以创造的“附加值”，不仅衡量结果，也考虑过程。在高校思政课教学中探索增值评价，优化思政课教学增值评价体系，是对传统结果性评价的一种超越，激发了思政课改革的动因，有效记录了思政课教学活动的全过程，并将客观存在的不公平因素的影响分离开来。思政课增值评价体系将考查学生是否有所进步和增值，并以学生的知识获得、能力提升和情感认同为出发点，全面考察学生的知识、能力、情感等是否有大幅度提高，以此来评价学校和教师为提高学生的综合能力所做的贡献，对促进高校思政课高质量发展具有重要理论价值和实践意义。

I. The Main Design Orientation of the Value-Added Evaluation System for Ideological and Political Theory Course Teaching in Higher Education Institutions

一、高校思政课教学增值评价体系的主要设计导向

As a key course for implementing the fundamental task of fostering virtue through education [1]1 "Fostering virtue through education" (立德树人) is a fundamental task of education in China, emphasizing the cultivation of moral character and the nurturing of talent., the teaching objectives of ideological and political theory courses are specifically embodied in three aspects: knowledge, ability, and emotion. Therefore, the value-added evaluation system for ideological and political theory course teaching in higher education institutions should make value-added judgments based on the effects of students' knowledge, ability, and emotional development.

思政课作为落实立德树人根本任务的关键课程，其课程教学目标具体体现在知识、能力、情感三方面。因此，高校思政课教学增值评价体系要基于学生知识、能力、情感等方面的效果进行价值增值判断。

1. Constructing a knowledge system based on theory. The correct purpose of knowledge is to improve human life, increase people's happiness, and alleviate their suffering. Marxist theoretical knowledge imparts "truth" to people and possesses rich philosophical connotations. This truth embodies the social justice that humanity constantly seeks. The sense of acquisition from Marxist theoretical knowledge mainly emphasizes the knowledge dimension of the process by which students obtain "truth," also referred to as the objective dimension of the sense of acquisition. It involves students' understanding, comprehension, and memory of the basic concepts, basic theories, information, history, and reality of ideological and political theory courses, and is a simple reproduction of knowledge in the brain. In teaching activities, the sense of acquisition at the knowledge level is the most fundamental goal of ideological and political theory course teaching. As students acquire Marxist theory, methods, practice, and the Party's latest theoretical achievements, they will consciously construct and gradually perfect their own theoretical knowledge system, with faith in Marxism at its core. Marx emphasized: "Theory can grasp the masses once it convinces people; and theory can convince people once it is thorough." [2]2 This is a quotation from Karl Marx's "Critique of Hegel's Philosophy of Right. Introduction." Students must learn to use the basic principles and methodologies of historical materialism and dialectical materialism to explore the mysteries of the world, shape dialectical, historical, and innovative thinking abilities, and establish a goal of faith—a longing for, persistence in, and pursuit of the communist ideal.

1.以理论为基础构建知识体系。知识的正确目的是改善人类的生活，增加人们的幸福并减轻人们的痛苦。马克思主义理论知识是向人们传授“道理”，具有丰富的哲学内涵，这一道理体现了人类不断寻求的社会正义，马克思主义理论知识性获得感主要强调学生获得“道理”过程的知识层面，也称为客观层面的获得感，是学生主体对思政课基本概念、基本理论、信息、历史与现实的了解、理解和记忆，是知识在大脑中的简单再现。在教学活动中，知识层面的获得感是思政课教学最为基础的目标。学生获取马克思主义理论、方法、实践以及党的最新理论成果，会自觉构建和逐渐完善自身的理论知识体系，这一体系以马克思主义的信仰为核心。马克思强调：“理论只要说服人，就能掌握群众；而理论只要彻底，就能说服人。”学生要学会运用历史唯物主义和辩证唯物主义基本原理和方法论去探索世界奥秘，塑造辩证思维、历史思维和创新思维能力，并确定目标信仰——对共产主义理想的向往执着和追求。

2. Enhancing students' abilities guided by problems. As students study Marxist theory, they will recognize that dialectical materialism and historical materialism are the fundamental methods for people to understand and transform the world. As Engels emphasized: "Marx's entire world outlook is not a doctrine, but a method. It provides not ready-made dogmas, but starting points for further research and the method for this research." [3]3 This is a quotation from Friedrich Engels's letter to Werner Sombart, March 11, 1895. During the learning process, major theoretical and practical issues in the process of social development will stimulate students to learn new knowledge and explore unknown fields, using their existing knowledge as a background to understand and process new knowledge. One of the important goals of ideological and political theory course teaching is to enhance students' ability to use Marxist methodology to discover, analyze, and solve problems.

2.以问题为导向提升学生能力。学生学习马克思主义理论，会认识到辩证唯物主义和历史唯物主义是人们认识和改造世界的根本方法。正如恩格斯所强调：“马克思的整个世界观不是教义，而是方法。它提供的不是现成的教条，而是进一步研究的出发点和供这种研究使用的方法。”在学习过程中，社会发展过程中重大的理论问题和现实问题会激发学生学习新知识、探索未知领域，并以原有知识为背景，对新知识进行理解和加工。思政课教学的重要目标之一是提高学生运用马克思主义方法论发现问题、分析问题和解决问题的能力。

3. Stimulating students' emotional identification starting from goals. Emotional identification is a positive emotion in which an individual perceives consistency between a thing and themselves. Based on the fundamental goal of fostering virtue through education in ideological and political theory courses, the teaching of teachers and the learning of students in these courses can enable students to undergo psychological and role transformations. Such transformations will inevitably promote changes in students' behavior. The positive emotions that students display through learning and practice regarding their own willingness to act and ability enhancement can not only yield specific methods for interpersonal relationship adaptation and mental health maintenance but also promote a fundamental improvement in their way of thinking. That is, they can learn to consciously use Marxist positions, viewpoints, and methods to observe, analyze, and solve problems, and from the height of historical materialism and dialectical materialism, learn to think about life and solve problems using dialectical and systematic ways of thinking.

3.以目标为起点激发学生情感认同。情感认同是个体对事物与自身保持内在一致性的积极情感。立足思政课立德树人的根本目标，思政课教师的教与学生的学，可使学生在思政课上获得心理、角色的转变，而这种转变势必会促进学生的行为发生转变。学生通过学习和实践表现出的对自身行动意愿与能力提升的积极情感，不仅可以收获人际关系适应、心理健康维护等具体方法，还可以促使自身的思维方式有根本性的提升，即能够学会自觉运用马克思主义的立场、观点、方法来观察、分析和解决问题，从历史唯物主义和辩证唯物主义的高度，学会用辩证的、系统的思维方式思考人生和解决问题。

II. Indicator Construction of the Value-Added Evaluation System for Ideological and Political Theory Course Teaching in Higher Education Institutions

二、高校思政课教学增值评价体系的指标构建

In the construction of indicators for the value-added evaluation system for ideological and political theory course teaching in higher education institutions, the selection of evaluation indicators and the calculation of weights should conform to the educational goals and basic requirements of fostering virtue through education in ideological and political theory courses, and practically follow the laws of education and the laws of student growth.

在高校思政课教学增值评价体系的指标构建中，评价指标的选取、权重的计算应当贴合思政课立德树人的育人目标和基本要求，并切实遵循教育规律和学生成长规律。

1. Indicator design of the value-added evaluation system. Compared with traditional teaching concepts, the most obvious characteristic of modern teaching theory is the shift from "teacher-centered" to "student-centered." Therefore, the indicator design of the value-added evaluation system for ideological and political theory course teaching in higher education institutions should closely revolve around students, taking students' acquisition in the three aspects of knowledge, ability, and emotion as the main basis.

1.增值评价体系的指标设计。相对传统教学理念而言，现代的教学理论最明显的特点就是从“以教师为中心”转变成“以学生为中心”。因此，高校思政课教学增值评价体系的指标设计要紧紧围绕学生，以学生在知识、能力和情感三方面的获得为主要依据。

Selection of first-level indicators. On September 10, 2024, General Secretary Xi Jinping emphasized at the National Education Conference: "Closely focus on the fundamental task of fostering virtue through education, and steadily advance towards the strategic goal of building a strong educational nation." [4]4 This refers to Xi Jinping's speech at the National Education Conference on September 10, 2024. The "Education Strong Nation Construction Plan Outline (2024–2035)" (hereinafter referred to as the "Outline") issued by the Central Committee of the Communist Party of China and the State Council proposes: "Enhance students' hands-on practical ability, ability to solve complex problems, and social adaptability." [5]5 This is a reference to the "Education Strong Nation Construction Plan Outline (2024–2035)," a central policy document. The "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era" issued by the Central Committee of the Communist Party of China and the State Council proposes: "Strengthen the 'Four Confidences' [6]6 The "Four Confidences" (四个自信) refers to confidence in the path, theory, system, and culture of socialism with Chinese characteristics., resolve to listen to the Party, follow the Party, take root among the people, and dedicate oneself to the country." [7]7 This is a reference to the "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era," a central policy document. The "Implementation Plan for the Reform and Innovation of School Ideological and Political Theory Courses in the New Era" issued by the Publicity Department of the Central Committee of the Communist Party of China and the Ministry of Education emphasizes: "The university stage focuses on enhancing students' sense of mission and responsibility." [8]8 This is a reference to the "Implementation Plan for the Reform and Innovation of School Ideological and Political Theory Courses in the New Era," a joint document from the Central Propaganda Department and the Ministry of Education. The "Basic Requirements for Teaching Work in Ideological and Political Theory Courses in Higher Education Institutions in the New Era" (hereinafter referred to as the "Basic Requirements") issued by the Ministry of Education emphasizes: "Ideological and political theory courses undertake the task of providing systematic Marxist theoretical education to college students." [9]9 This is a reference to the "Basic Requirements for Teaching Work in Ideological and Political Theory Courses in Higher Education Institutions in the New Era," a Ministry of Education document. Therefore, the first-level indicators of the value-added evaluation system for ideological and political theory courses in higher education institutions take the acquisition of Marxist theoretical knowledge as the knowledge goal, students' ability to analyze and solve problems as the ability goal, and loyalty to the Party and the country as the emotional goal.

一级指标选取。2024年9月10日，习近平总书记在全国教育大会上强调：“紧紧围绕立德树人根本任务，朝着建成教育强国战略目标扎实迈进。”中共中央、国务院印发的《教育强国建设规划纲要 （2024—2035年）》（以下简称《纲要》）提出：“提升 学生动手实践能力、解决复杂问题能力和社会适应能力。”中共中央、国务院印发的《深化新时代教育 评价改革总体方案》提出：“增强‘四个自信’，立志 听党话、跟党走，立志扎根人民、奉献国家。”中共中 央宣传部、教育部印发《新时代学校思想政治理论 课改革创新实施方案》强调，“大学阶段重在增强学 生的使命担当”，教育部印发《新时代高校思想政治 理论课教学工作基本要求》（以下简称《基本要求》）强调，“思想政治理论课承担着对大学生进行系统 的马克思主义理论教育的任务”。因此，高校思政 课增值评价体系的一级指标是将马克思主义理论 知识获得作为知识目标，将学生分析问题和解决问 题能力作为能力目标，将对党和国家的忠诚作为情 感目标。

Selection of second-level indicators. The selection of second-level indicators mainly takes the first-level indicators of knowledge, ability, and emotion as the target layer, selecting from relevant documents, General Secretary Xi Jinping's series of important speeches, and other texts. Under the first-level indicator of "Knowledge Goal," the "Outline" mentions: "Deeply explain the scientific connotation and practical requirements of the Party's innovative theories, and strengthen the Marxist theoretical discipline." [10]10 This is a reference to the "Education Strong Nation Construction Plan Outline (2024–2035)." Therefore, the second-level indicators under the first-level indicator of "Knowledge Goal" should be "Knowledge of Marxist Theoretical Disciplines" and "Knowledge of the Party's Innovative Theoretical Disciplines." Under the first-level indicator of "Ability Indicator," the "Basic Requirements" states: "Assess students' understanding and practical application of the learned content, focusing on examining students' ability to use Marxist positions, viewpoints, and methods to analyze and solve problems." [11]11 This is a reference to the "Basic Requirements for Teaching Work in Ideological and Political Theory Courses in Higher Education Institutions in the New Era." Therefore, the second-level indicators under the first-level indicator of "Ability Goal" are "Students' Ability to Analyze Problems," "Students' Hands-on Practical Ability," and "Students' Ability to Solve Complex Problems." Under the first-level indicator of "Emotional Goal," the "Outline" proposes: "Ensure that the vast majority of students are always loyal to the Party, loyal to the country, loyal to the people, and loyal to socialism, and strengthen their faith in Marxism, confidence in socialism with Chinese characteristics, and confidence in the great rejuvenation of the Chinese nation." [12]12 This is a reference to the "Education Strong Nation Construction Plan Outline (2024–2035)." General Secretary Xi Jinping made an important instruction on the construction of school ideological and political theory courses on May 11, 2024, stating: "Strive to cultivate more new-era individuals who reassure the Party, love and dedicate themselves to the country, and bear the heavy responsibility of national rejuvenation." [13]13 This refers to Xi Jinping's instruction on school ideological and political theory course construction on May 11, 2024. Therefore, the second-level indicators under the first-level indicator of "Emotional Goal" are "Political Literacy," "Moral Emotion," and "Self-Identity."

二级指标选取。二级指标的选取主要以一级指标的知识、能力以及情感作为目标层，在相关文件、习近平总书记系列重要讲话等文本中选取。在“知识目标”一级指标下，《纲要》提及“深入阐释党的创新理论科学内涵和实践要求，建强马克思主义理论学科”，因此，“知识目标”一级指标下的二级指标应为“马克思主义理论学科知识”与“党的创新理论学科知识”。“能力指标”一级指标下，《基本要求》提到“考核学生对所学内容的理解和实际运用，注重考查学生运用马克思主义立场观点方法分析、解决问题的能力”，因此，“能力目标”一级指标下的二级指标为“学生分析问题的能力”“学生动手实践能力”“学生解决复杂问题的能力”。“情感目标”一级指标下，《纲要》提出“确保广大学生始终忠于党、忠于国家、忠于人民、忠于社会主义，坚定马克思主义信仰、中国特色社会主义信念、中华民族伟大复兴信心。”习近平总书记于2024年5月11日对学校思政课建设作出重要指示指出：“努力培养更多让党放心、爱国奉献、担当民族复兴重任的时代新人。”因此，“情感目标”一级指标下的二级指标为“政治素养”“道德情感”“自我认同”。

Determination of observation indicators. Observation indicators are expansions, supplements, and explanations of secondary indicators, and are more convenient for quantification and measurement compared to secondary indicators. The observation points for the secondary indicators "knowledge of Marxist theory disciplines" and "knowledge of the Party's innovative theory disciplines" are primarily students' degree of memorization, understanding, and mastery of Marxist theory and the Party's innovative theory. The observation point for "students' ability to analyze problems" is primarily students' ability to use the Marxist stance, viewpoint, and method to discover and analyze theoretical and practical problems. The observation point for "students' hands-on practical ability" is primarily students' ability to apply Marxist theory to practice. The observation point for "students' ability to solve complex problems" is primarily students' ability to use the Marxist stance, viewpoint, and method to solve complex problems faced in reality. The observation point for "political literacy" is primarily students' loyalty to the Party, the country, the people, and socialism, firmly establishing the "Four Consciousnesses"[14]14 The Four Consciousnesses (四个意识): the consciousness of the need to maintain political integrity, think in big-picture terms, follow the leadership core, and keep in alignment with the central Party leadership., strengthening the "Four Confidences"[15]15 The Four Confidences (四个自信): confidence in the path, theory, system, and culture of socialism with Chinese characteristics., and other aspects. The observation point for "moral sentiment" is primarily students' moral qualities such as social morality, professional ethics, family virtues, and personal character. The observation point for "self-identity" is primarily students' emotional identification in areas such as being good at self-restraint, self-reflection, self-improvement, and self-perfection.

观测指标的确定。观测指标是对二级指标的扩展、补充与解释，且相较于二级指标更便于量化与测量。二级指标“马克思主义理论学科知识”和“党的创新理论学科知识”的观测点主要是学生对马克思主义理论和党的创新理论的识记程度、理解程度及掌握程度。“学生分析问题的能力”的观测点主要是学生运用马克思主义立场、观点、方法发现和分析理论问题与现实问题的能力。“学生动手实践能力”的观测点主要是学生把马克思主义理论运用于实践的能力。“学生解决复杂问题的能力”的观测点主要是学生运用马克思主义立场、观点、方法解决现实中所面临复杂问题的能力。“政治素养”的观测点主要是学生对党、国家、人民、社会主义的忠诚，牢固树立“四个意识”，坚定“四个自信”等方面。“道德情感”的观测点主要是学生的社会公德、职业道德、家庭美德及个人品德等道德素养。“自我认同”的观测点主要是学生在善于自我约束、自我反思、自我提升、自我完善等方面的情感认同。

2. Relying on the analytic hierarchy process to establish the indicator weights of the system. The analytic hierarchy process (AHP) is currently the most widely used subjective weight determination method. Its basic idea is to decompose the goal into multiple sub-goals; each evaluator needs to make judgments on the importance of each sub-goal or indicator one by one, and finally, based on the judgment matrix, provide a ranking of the pros and cons of each option. The analytic hierarchy process can decompose the indicators at each level of the value-added evaluation and, after passing the consistency test, form a value-added evaluation system.

2.依托层次分析法确立体系的指标权重。层次分析法（AHP）是目前使用最为广泛的主观权重确定方法。其基本思想是目标分解为多个子目标，每个评价者需要对每个子目标或者指标的重要性逐一作出判断，最后基于判断矩阵给出各方案的优劣排序。层次分析法可将增值评价的各个层级的指标进行分解，通过一致性检验后，形成增值评价体系。

Establishing a hierarchical structure model. The hierarchical structure model is divided into three parts: the highest level, the middle level, and the lowest level. First, the overall goal of ideological and political education teaching evaluation in higher education is located at the highest level of the hierarchical structure; it is the ultimate purpose of ideological and political education teaching and the highest criterion that all elements of ideological and political education evaluation must follow. Second, the specific goals of ideological and political education teaching in higher education, including the three aspects of knowledge, ability, and emotion, are located at the middle level of the hierarchical structure. Third, the indicators in ideological and political education teaching in higher education that are convenient for quantification and measurement are the most detailed, quantifiable elements close to students' daily cognition, learning process, and effects that can be checked and quantified; they are located at the lowest level of the hierarchical structure.

建立层次结构模型。层次结构模型分为最高层、中间层和最底层三个部分。首先，高校思政课教学评价的总目标，位于层次结构的最高层，是思政课教学的最终目的，思政课评价所有要素要遵循的最高准则。其次，高校思政课教学具体目标，包含知识、能力、情感三方面，位于层次结构的中间层。再次，高校思政课教学中便于量化和测量的指标，是最接近学生日常认知、学习过程及效果的可查、可量化的细分要素，位于层次结构的最底层。

Constructing a judgment matrix. The 1–9 scale method can be used to compare each pair of indicators and construct a pairwise comparison matrix. For example, when comparing the importance of the i-th element relative to the j-th element concerning a certain factor at the upper level, suppose there are n elements with relative importance to the elements at the upper level. When comparing element i and element j (i, j are both greater than 0 and less than n), the importance of element i is a multiple of the importance of element j, obtaining the relative importance degree aij, and finally obtaining the matrix A = (aij)nn×n, which is called the judgment matrix. aij is a commonly used scale. When the relative importance degree aij = 1, the importance of element i and element j is the same. It should also be noted that, first, the comparisons of pairs of elements at the same level are all greater than 0, meaning they are comparable; second, the ratio of the importance of element i to element j and the ratio of the importance of element j to element i are exactly reciprocal. The construction of the judgment matrix builds a bridge for in-depth analysis of the comparison of elements at different levels.

构建判断矩阵。可采用1~9标度法对各指标进行两两比较，构建成对比较矩阵。例如，比较i个要素比第j个要素相对上一层某个因素的重要性时，设有n个要素对上一个层级的要素存在相对重要性，要素i与j要素间（i、j均大于0小于n）进行两两比较，i要素的重要性是j要素重要性的倍数，得到相对重要程度aij，最终得到矩阵A=（aij）nn×n，成为判断矩阵。aij是一种常用的标度，相对重要程度aij=1时，要素i与要素j的重要性相同。另还需注意，一是同一层次两两要素的比较，都是大于0的，即是可比的；二是要素i与要素j的重要性比值，和要素j与要素i的重要性比值，正好呈现倒数关系。判断矩阵的构建，为不同层次的要素进行比较搭建了深入分析桥梁。

Determination of indicator weights and conducting the consistency test. Weights are important information in the value-added evaluation system for ideological and political education teaching and should be determined based on the relative importance of the indicators, that is, the contribution of the indicators to the value-added evaluation. Qualitative empirical judgment methods, quantitative data processing methods, and comprehensive methods can be chosen to determine the weights. The common feature of these methods is "pairwise comparison," and whether the "pairwise comparison" is consistent is the key to judging whether the weights are reasonable. Assuming there is only one criterion C and a simple case of n elements a1, a2, … an, pairwise comparisons of a1, a2, … an can be made according to the above rule to obtain a judgment matrix table. A consistency test is conducted at the same level, and by calculating an indicator measuring the consistency of a pairwise comparison matrix, the relative weight of element i to element j is inferred.

指标权重确定与开展一致性检验。权重是思政课教学增值评价体系的重要信息，应根据指标的相对重要性，即指标对增值评价的贡献确定。可以选择定性的经验判断方法、定量数据处理方法及综合方法确定权重。这些方法的共同特征是“成对比”，而“成对比”是否一致是判断权重是否合理的关键。假设只有一个准则C，n个要素a1，a2，…an的简单情形，可以按照上述法则对a1，a2，…an进行两两比较，得到判断矩阵表。在同一个层次上进行一致性检验，通过计算衡量一个成对比较矩阵一致性的指标，推断出要素i与要素j的相对权重。

3. Application of the value-added evaluation system for ideological and political education teaching in higher education. The value-added evaluation system for ideological and political education teaching in higher education, constructed based on the analytic hierarchy process, is a framework system for analyzing the actual effectiveness of ideological and political education teaching in higher education. Therefore, the overall teaching effect of ideological and political education in higher education can be reflected through the value-added teaching effect of ideological and political education in higher education.

3.高校思政课教学增值评价体系的运用。依据层次分析法构建的高校思政课教学增值评价体系，是分析高校思政课教学实效性的框架体系。因此，高校思政课的教学整体效果如何，是可通过高校思政课教学效果增值体现出来的。

On the one hand, taking "student learning outcomes" as the logical starting point and end point of the evaluation. In the teaching process of ideological and political education in higher education, the fundamental purpose pursued by ideological and political education in higher education lies in the teaching effect, that is, the overall goal of fulfilling the fundamental task of fostering virtue through education[16]16 Fostering virtue through education (立德树人): a core mission of Chinese education, emphasizing moral character development as the foundation of talent cultivation.. Through scientific analysis of survey data, analyzing the value-added gains in students' own knowledge, ability, and emotion through learning, the evaluation indicator system should reflect student needs and fully embody the core position of evaluating student learning outcomes. The evaluation system should shift from the teacher's "teaching" to focusing on the student's "learning"; only a value-added evaluation system for ideological and political education teaching in higher education constructed with a student-oriented approach can yield valuable conclusions. Defining student learning outcomes can be carried out from the three dimensions of knowledge, ability, and emotion, examining whether students can use the theories they have learned to guide their own words, deeds, and judgments of right and wrong.

一方面，以“学生学习效果”为评价的逻辑起点与归宿点。在高校思政课教学过程中，高校思政课追求的根本目的在于教学效果，即落实立德树人根本任务的总目标。通过对调查数据的科学分析，分析学生通过学习获得自身知识、能力与情感的增值，确立评价指标体系时应体现学生需求，充分体现学生学习效果评价的核心地位，评价体系由教师的“教”转向关注学生的“学”，以学生为本构建的高校思政课教学评价体系才能得到有价值的结论。界定学生学习效果，可以从知识、能力、情感三个维度展开，考查学生能否运用所学理论指导自身的言行举止与判断是非。

On the other hand, constructing a dynamic feedback mechanism for student learning outcomes. The dynamic feedback mechanism is an important part of effectively improving the teaching effect of ideological and political education in higher education. It emphasizes providing real-time, continuous feedback throughout the entire teaching process, so that ideological and political education teachers can promptly adjust teaching content and teaching methods, and students can also promptly adjust learning methods to enhance learning outcomes. The dynamic feedback mechanism for ideological and political education teaching in higher education mainly includes four links: data collection, data analysis, feedback generation, and adjustment intervention. Teachers collect and organize the list of teaching process materials, promptly analyze problems in the teaching process, and make timely adjustments and resolutions.

另一方面，构建学生学习效果的动态反馈机制。动态反馈机制是有效提高高校思政课教学效果的重要一环，其强调在整个教学过程中提供实时、持续的反馈，以便思政课教师可以及时调整教学内容、教学方法，学生也可以及时调整学习方法，以增强学习效果。高校思政课教学动态反馈机制主要包括数据收集、数据分析、反馈生成和调整干预四个环节。教师收集整理教学过程资料清单，及时分析教学过程中的问题并做到及时调整解决。

III. Difficulties and Countermeasures in Constructing the Value-Added Evaluation Indicator System for Ideological and Political Education Teaching in Higher Education

三、高校思政课教学增值评价指标体系构建的难点与对策

The value-added evaluation indicator system for ideological and political education in higher education institutions, as a new conceptual exploration, integrates the concept of "value-added evaluation" from economics. However, interdisciplinary integration inevitably encounters certain difficulties and challenges, mainly reflected in three aspects. First, the challenge of quantifying the indicator system. In September 2024, General Secretary Xi Jinping emphasized in his important speech at the National Education Conference: "We must unremittingly use Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to cultivate souls and educate people, and implement the project of fostering virtue and nurturing talents for the New Era." [17]17 The "project of fostering virtue and nurturing talents for the New Era" (新时代立德树人工程) is a Party-led educational initiative aimed at cultivating socialist builders and successors with moral integrity, intellectual ability, physical health, aesthetic sensibility, and work skills, as emphasized in Xi Jinping's educational policies. In the process of implementing the project of fostering virtue and nurturing talents for the New Era in ideological and political education courses in higher education institutions, knowledge objectives are relatively easy to quantify, while ability objectives and emotional objectives, especially objectives such as students' values, moral character, and political literacy, are relatively abstract and diverse, making them difficult to quantify precisely. For example, objectives such as cultivating students' patriotic sentiments and core socialist values are hard to measure in terms of their degree of achievement using specific numbers. This poses a challenge to constructing clear and operable evaluation indicators. Second, the difficulty of tracking dynamic changes in student behavior. Students are constantly growing and changing, and their individual differences also change over time. Students' differences are mainly reflected in aspects such as experience, background, and interests. As a component of ideological and political education teaching in higher education institutions, teachers of ideological and political education courses should design differentiated teaching content, processes, and expected outcomes based on students' different readiness levels, interests, and styles, in order to promote students' due development on the basis of their original level. However, due to factors such as the large number of students in the classroom and the heavy burden of their own teaching tasks, teachers of ideological and political education courses may find it difficult to track and record students' dynamic changes in a timely and accurate manner, leading to incomplete evaluation information. Third, the uncertainty of factors influencing evaluation. As observers of the teaching effectiveness of ideological and political education courses, through descriptive evaluation of classroom teaching in ideological and political education courses, under appropriate conditions, people can express teaching effectiveness with certainty. However, due to the complexity of real life, in the process of formation and development, people's ideological concepts will inevitably be restricted and influenced by various conditions and different factors. The uncertainty of the external environment, the autonomy of individual choice, and the limited effectiveness of a single educational factor all increase the difficulty of evaluating ideological and political education teaching.

高校思政课教学增值评价指标体系作为一种新的理念探索，融合了经济学中“增值评价”的概念，然而，跨学科的融合必然会遇到一些困难和挑战，主要体现在三方面。一是指标体系量化的难题。2024年9月，习近平总书记在全国教育大会上的重要讲话中强调：“要坚持不懈用新时代中国特色社会主义思想铸魂育人，实施新时代立德树人工程。”高校思政课在实施新时代立德树人工程的过程中，知识目标较为容易量化，而能力目标和情感目标，尤其是学生的价值观念、道德品质、政治素养等目标较为抽象、多元，难以精确量化，如培养学生的爱国主义情感、社会主义核心价值观等目标，难以用具体数字衡量其达成度。这给构建明确、可操作的评价指标带来挑战。二是学生行为动态变化跟踪的困难。学生是不断成长和变化的，其个体差异也会随着时间而改变。学生的差异性主要体现在经历、背景、兴趣等方面，学生的个体差异信息作为高校思政课教学的组成要素，思政课教师要从学生不同的准备水平、兴趣和风格出发来设计差异化的教学内容、过程与结果预期，以促进学生在原有水平的基础上得到应有的发展。然而，思政课教师可能由于课堂学生数量较大及自身教学任务繁重等原因，难以及时、准确地跟踪和记录学生的动态变化，导致评价信息不完整。三是评价影响因素的不确定性。人作为思政课教学效果的观测者，通过对思政课课堂教学的描述性评价，在适当的条件下，能够确定地表达教学效果。但由于现实生活的复杂性，人的思想观念在形成和发展过程中，必然会受多方面条件、不同因素的限制和影响，外部环境的不确定、个体选择的自主性、单一教育因子作用效果的有限性等，增加了思政课教学评价的难度。

Although there are still certain difficulties in constructing a value-added evaluation indicator system for ideological and political education in higher education institutions, based on current big data technology, artificial intelligence, etc., teachers of ideological and political education courses can make some tentative explorations. First, strengthen the integration and fusion of multi-source data. Multimodal data mainly includes text analysis, behavior logs, and other data. The operational texts of student behavior contain interpretations of evaluation elements at various levels of student knowledge, ability, and emotion. In the process of constructing a student value-added evaluation system using the analytic hierarchy process, standardized narrative language or quantitative indicators should be adopted. The subjects of evaluation are multiple, including expert opinions from teachers of ideological and political education courses and supervisors. The evaluation criteria for knowledge and action are the material list for quality evaluation of ideological and political education courses. Behavior logs are reflections of student behavior in the classroom and records of online learning behavior. Data is collected through these material lists and student learning behaviors, and based on specific levels and elements, it is measured and aggregated to analyze the degree of students' mastery of knowledge, their ability to solve problems, and the improvement of their literacy. Second, use information technology to assist in tracking changes in student behavior. Teachers of ideological and political education courses can use online learning platforms to generate a concentration curve for each student, visually displaying the student's attention concentration at different times, providing more objective and accurate data support for evaluating student classroom behavior. At the same time, pay attention to changes in students' thoughts, especially their attention to theoretical hotspots, social focal points, and several major issues in the national economic and social development strategy, in order to capture changes in students' attitudes and emotions. Third, based on the commonality of fundamental points, reduce the uncertainty of evaluation. The commonality of fundamental points involves delving deeply into students' acceptance of Marxist theory from the surface to the core, discarding various external factors, identifying its core elements, and revealing the most fundamental connections between the elements. Analyze the relationships among students' objectives based on knowledge, ability, and emotion, find the common fundamental points between students and Marxist theory, and starting from these fundamental points, the two can truly achieve integration.

虽然高校思政课教学增值评价指标体系的构建尚且存在一定困难，但基于现阶段的大数据技术、人工智能等，思政课教师可做一些尝试性探索。一是加强多源数据分析融合。多模态数据主要包括文本分析、行为日志等数据。学生行为的操作文本包含对学生知识、能力、情感各层次评价要素的解读。在运用层次分析法构建学生增值评价体系的过程中，要采用标准化的叙述语言或者量化指标，评价的主体是多元主体，包含思政课教师与督导等专家意见，知行的评价标准是思政课质量评价的资料清单。行为日志是学生课堂上行为的反映，以及线上学习行为的记录，通过这些资料清单和学生的学习行为收集数据，并根据具体的层次和要素，进行计量并汇总，从中分析学生掌握知识的程度、解决问题能力以及素养的提升状况。二是借助信息技术辅助追踪学生行为变化。思政课教师可利用网络学习平台，为每位学生生成专注度曲线，直观展示学生在不同时段的注意力集中情况，为评价学生课堂行为提供更客观、准确的数据支持。同时关注学生思想变化，特别是学生对理论热点、社会焦点、国家经济社会发展战略若干重大问题的关注度，以捕捉学生的态度、情感变化。三是立足基点共通律降低评价的不确定性。基点共通律是由表及里，对学生接受马克思主义理论进行深入探究，抛弃各种外在因素，找出其核心要素，并揭示要素之间最底层的联系。分析学生基于知识、能力、情感目标之间的关系，从学生与马克思主义理论之间找到二者共同的基点，从这些基点出发，二者才能真正实现融合。

(The author is Vice Dean of the School of Marxism at Nanchang Hangkong University, professor, and master's supervisor.)

（作者系南昌航空大学马克思主义学院副院长，教授、硕士生导师）

Online editor: Ma Jingren

网络编辑：马京仁