A Research on the Assessment and Evaluation Mechanism of Ideological and Political Course Teachers in Colleges and Universities

Xiaona Liu,Jun Ma,S Zhao

doi:10.1051/shsconf/202112301011

Abstract

In ideological and political education in colleges and universities, ideological and political theory courses are the main channel of ideological and political education, and the key to running ideological and political theory courses lies in teachers. The establishment and improvement of the assessment and evaluation mechanism of ideological and political course teachers will effectively improve the curriculum effect of ideological and political theory courses. However, while the construction of the assessment and evaluation mechanism for ideological and political teachers in colleges and universities in China has achieved certain results, there are still some unsolved problems, such as the lack of an assessment and assessment that matches the characteristics of ideological and political teachers. Standards and ideological and political course teacher assessment and evaluation mechanisms have guiding deviations. This article uses fairness theory and expected valence theory to analyze and explore the reasons for problems in the assessment and evaluation mechanism of ideological and political teachers in colleges, and put forward constructive suggestions on how to establish and improve the assessment and evaluation mechanism of ideological and political teachers in colleges.

Highlights

1.1 No assessment and evaluation standard which matches the characteristics of the ideological and political teacher's position
The assessment and evaluation mechanism emphasizes scientific research and neglects teaching. It appears that the main energy of ideological and political teachers is on scientific research, and the energy invested in teaching is only Relatively few, it deviates from the ultimate goal orientation of the ideological and political course
The current evaluation mechanism does not conform to the expectation theory, which reduces the enthusiasm of ideological and political teachers

Summary

Conflictions with fairness theory

The fairness theory believes that people tend to compare their own contributions with their rewards, and at the same time compare their own gains and losses with others. The current assessment and evaluation mechanisms for ideological and political teachers in most colleges and universities have not formulated assessment and evaluation standards that match their job characteristics, and most of them are implementing standards that emphasize research and ignore teaching. The current evaluation mechanism does not conform to the expectation theory, which reduces the enthusiasm of ideological and political teachers. According to the theory of expected valence, the design of the evaluation and evaluation mechanism for ideological and political teachers should consider whether the results of the evaluation and evaluation meet the expectations of teachers. According to the expected valence theory, there is a deviation in the assessment and evaluation mechanism of ideological and political teachers. It is necessary to combine the actual situation of various universities, break the traditional evaluation model, diversify the evaluation standards, and pursue different incentive effects of vertical and horizontal comparisons. [3] The Royal Dutch Academy of Humanities and Social Sciences mentioned in a 2005 report that humanities and social sciences research relies on long-term accumulation, and most research results have a long life cycle. [4] Most experts said that it is difficult to quantify research results in the humanities and social sciences, and reputation evaluation can better reflect the history of the discipline

Correctly play the guiding role of the assessment and evaluation mechanism

Judging Research on Its Merits