Quantitative Evaluation of Curriculum Ideological and Political Education Effectiveness: A Case Study of “Educational Psychology” Course

DOI: https://doi.org/10.62517/jhet.202515320

Author(s)

Zihan Wang, Gouwei Pan, Jiayi Tian, Yuntao Bai, Yiru Zhao, Yanmin Wang*

Affiliation(s)

School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China *Corresponding Author

Abstract

Against the background of Chinese path to modernization, the high-quality development of ideological and political education has become a pivotal theme in China's contemporary educational framework. Currently, research on the effectiveness of ideological and political education is confronted with significant challenges, including ambiguous quantification criteria for outcomes and insufficient reliability and validity of evaluation data. These issues have impeded the progress of high-quality ideological and political education in higher education institutions. This study focuses on the construction of curriculum-based educational communities and draws upon the practical experiences of ideological and political teaching reform in foundational courses of the Applied Psychology major. Through the design of questionnaires, implementation of assessments, and rigorous analysis of collected data, a set of highly reliable and valid questionnaires has been developed specifically for evaluating the effectiveness of ideological and political education in professional courses. The ultimate goal is to establish a robust quantitative evaluation mechanism for assessing the efficacy of such education in professional courses, thereby promoting the high-quality development of ideological and political education in higher education institutions.

Keywords

Curriculum Ideological and Political Education; Value Education; Educational Psychology; Teaching Innovation; Quantitative Analysis

References

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