高校思想政治教育评估研究

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摘要

思想政治教育评估是思想政治教育工作的重要环节和薄弱领域，对思想政治

教育评估研究的不足将制约思想政治教育的学科发展。高校思想政治教育是思想

政治教育的重要组成部分和理论前沿，引导着思想政治教育学科的发展方向。它

是否有效以及如何发展，都要依据高校思想政治教育评估做出正确判断。因此，

高度重视和深入研究高校思想政治教育评估理论成为当代大学培养合格人才的

题中之义。目前，高校思想政治教育尚未建立起科学、合理、简便、易行的评估

体系，尚未形成对高校思想政治教育质量进行检查、督导、评估的有效机制，更

缺乏从理论和实践相结合上对高校思想政治教育评估进行深入研究，高校思想政

治教育评估研究还不够成熟，这就更突显了对此问题研究的紧迫性和重要性。

本文坚持马克思主义的基本立场、观点与方法，以马克思主义基本理论、评

估理论、思想政治教育评估理论等为指导，运用思辨的、人文化的研究与实证研

究相结合的方法，借鉴中外教育评估的理论与测量学、模糊数学、思想政治教育

学等多学科的知识与方法，总结国内外德育评估、尤其是我国高校思想政治教育

评估的实践经验，针对高校思想政治教育评估理论研究中的弱点、实践中的难点

和争论中的疑点，对高校思想政治教育评估的机制、指标体系和评估方法等关键

问题进行了比较系统而深入的分析。在此基础上，提出了健全高校思想政治教育

的评估机制，完善高校思想政治教育的评估指标体系，创新高校思想政治教育的

评估方法等三条对策建议。这也是文章行文的内在逻辑结构。尤其值得注意的是，

文章力争在原有理论基础上有所突破，借鉴最新评估领域经验，从信用评级、商

誉评估和分析型指标体系得到很大启发，并尝试性的进行了微浅的探索。高校思

想政治教育评估研究的成果不是结束，而是新的起点的开始，评估总是伴随人类

活动的始终，对人们思想品德的评估将揭开评估领域的新篇章。评估不仅仅为了

评估本身，而是为了超越评估，走向科学发展。

关键词：高校思想政治教育评估机制指标体系评估方法

ABSTRACT

The ideological and political education evaluation is important part and area of

weakness of the ideological and political education. And if we research it

insufficiently, it’ll constrain the subject’s development. Universities’ ideological and

political education is an important part of the ideological and political education and

it’s theoretical frontiers, meanwhile, it guides the direction of development of the

ideological and political education. Whether it is effective or not and how it

development, it depends on whether the ideological and political education evaluation

can make the right judgment. Therefore, attach great importance and in-depth study of

the ideological and political education assessment theory means the question of

contemporary universities to train qualified personnel. At present, the ideological and

political education do not establish a scientific, rational, simple, easy evaluation

system, and the effective mechanism for ideological and political education quality

inspection, supervision, evaluation has not formed yet. What’s more, it is lack of

depth studying for combining theory and practice of college ideological and political

education evaluation, and the ideological and political education evaluation studies

are not mature enough, which highlights the urgency and importance of this issue.

This article adheres to the Marxist basic stand, viewpoint and method, and it uses

the basic theory of Marxism, evaluation theory, ideological and political education

evaluation theory and so on as a guide, and uses of the method of combining

speculative humanistic researches and empirical studies, and learns Chinese and

foreign education evaluation theory and surveying, mathematics, ideological and

political education and other multi-disciplinary knowledge and methods, and

summarizes moral education evaluation, especially evaluation of China's ideological

and political education of practical experience, Against the weaknesses in the

theoretical study of the ideological and political education assessment, the difficulties

in practice and the controversy of doubt, it analyzes in-depth the key issue of the

mechanism of ideological and political education assessment, index system and

evaluation methods. On this basis, it raised three suggestions such as sounding the

assessment mechanism of the ideological and political education, improving the

evaluation index system of the ideological and political education, innovating the

assessment methods of the ideological and political education. This is also the internal

logical structure of this article. The particular note is that, the article is struggling to

have a breakthrough in the original theory, drawing on the latest assessment

experience in the field, and have been greatly inspired by the credit rating, goodwill

assessment and analysis of indicator system, and try to conduct a micro-light

exploration. The outcome of the ideological and political education evaluation studies

is not the end but the beginning of a new starting point, and the evaluation is always

accompanied by human activities, but the evaluation of people's ideology and

Morality will open a new chapter in this field. Evaluation not only reaches to

evaluation itself, but to go beyond evaluation, ultimately to scientific development.

Keyword: Ideological and political education, Evaluation mechanism,

Indicator system, Evaluation methods

中文摘要

ABSTRACT

第一章绪论 ··············································································································· 1

§1.1 问题缘起············································································································ 1

§1.2 研究价值············································································································ 3

§1.3 文献综述············································································································ 4

§1.4 思路和方法········································································································ 7

§1.5 创新与特色········································································································ 8

第二章高校思想政治教育评估基本理论 ······························································· 9

§2.1 高校思想政治教育评估相关概念···································································· 9

§2.1.1 德育与思想政治教育···················································································· 9

§2.1.2 评估与高校思想政治教育评估·································································· 11

§2.2 高校思想政治教育评估的理论基础······························································ 12

§2.2.1 马克思主义的理论指导·············································································· 12

§2.2.2 相关学科的理论借鉴·················································································· 14

§2.2.3 思想政治教育学的理论应用······································································ 15

第三章高校思想政治教育评估的现状分析 ························································· 17

§3.1 高校思想政治教育评估机制现状分析·························································· 17

§3.1.1 高校思想政治教育评估机制概述······························································ 17

§3.1.2 高校思想政治教育评估机制现状分析······················································ 19

§3.2 高校思想政治教育评估指标现状分析·························································· 21

§3.2.1 高校思想政治教育评估标准体系概述······················································ 21

§3.2.2 高校思想政治教育评估指标体系现状分析·············································· 21

§3.3 高校思想政治教育评估方法现状分析·························································· 22

§3.3.1 高校思想政治教育评估方法概述······························································ 22

§3.3.2 高校思想政治教育评估方法现状分析······················································ 23

第四章健全高校思想政治教育的评估机制 ························································· 25

§4.1 高校思想政治教育评估的主体······································································ 25

§4.1.1 评估主体的内涵·························································································· 25

§4.1.2 评估主体的确立·························································································· 26

§4.2 高校思想政治教育评估的客体······································································ 27

§4.2.1 评估客体的内涵·························································································· 27

§4.2.2 评估客体的确立·························································································· 28

§4.3 高校思想政治教育评估的过程······································································ 30

§4.3.1 评估活动的一般过程·················································································· 30

§4.3.2 评估过程的基本规律·················································································· 33

第五章完善高校思想政治教育的评估指标体系 ················································· 35

§5.1 原则方法和一般结构······················································································ 35

§5.1.1 评估指标的确立原则·················································································· 35

§5.1.2 评估指标的体系结构·················································································· 38

§5.2 评估标准和指标构成······················································································ 39

§5.2.1 评估标准及其分类······················································································ 39

§5.2.2 指标体系的内涵和形成·············································································· 40

第六章创新高校思想政治教育的评估方法 ························································· 45

§6.1 一般评估方法的沿用······················································································ 45

§6.1.1 评估中的定性和定量方法·········································································· 45

§6.1.2 评估中的综合方法······················································································ 46

§6.2 商誉评估方法的引入······················································································ 47

§6.2.1 商誉及其评估理论······················································································ 47

§6.2.2 商誉评估理论的应用·················································································· 49

§6.3 分析型指标的运用 ························································································ 52

§6.3.1 分析型指标及其理论·················································································· 52

§6.3.2 分析型指标的应用······················································································ 53

参考文献„„„„„„„„„„„„„„„„„„„„„„„„„„„„55

在读期间公开发表的论文和承担科研项目及取得成果………………………57

致谢„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„58

附录„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„59

第一章绪论

思想政治教育一直是中国共产党的政治优势和优良传统，党的历代领导集体

都对其作过全面、系统而深刻的论述。江泽民同志曾指出：“思想政治工作是一

门科学，各级领导干部和政工干部都要努力认识和掌握它的基本知识和规律。”

2004 年8月26 日，中共中央、国务院下发了《关于进一步加强和改进大学生思

想政治教育的意见》（中发〔2004〕16 号），我们习惯地称它为“16 号文件”。

文件系统而鲜明地提出了加强和改进大学生思想政治教育的指导思想，并对新时

期大学生思想政治教育工作作出了周密部署和全面动员。2005 年在加强和改进

大学生思想政治教育工作会议上胡锦涛强调：“切实加强和改进大学生思想政治

教育工作，培养造就千千万万具有高尚思想品质和良好道德修养、掌握现代化建

设所需要的丰富知识和扎实本领的优秀人才，使大学生们能够与时代同步伐、与

祖国共命运、与人民齐奋斗，这对于确保实现全面建设小康社会、进而实现现代

化的宏伟目标，确保实现中华民族的伟大复兴，具有重大而深远的战略意义。”

面对新世纪、新阶段，进一步总结、提炼和升华思想政治教育的历史经验，结

合新世纪、新阶段思想政治教育的实践，深入研究新情况、新问题，探索新思路、

新方法、新途径，着眼于思想政治教育理论的正确运用和发展创新，是我们面临

的新课题。

思想政治教育理论研究的深入发展和实践需要的不断提高，必将促使人们重

视和研究思想政治教育评估。把问题聚焦到高校，理论工作者和实践工作者不约

而同发出这种疑问：高校思想政治教育价值究竟怎样评价？党和政府对高校投入

了大量人、财、物力进行思想政治教育及其改革与创新，对于社会和个人的价值

如何？高校思想政治教育系统工程的构建，实践活动的开展，对于学生的效益怎

样？高校思想政治教育目标、内容、方法等的确立及运用，对于学生的需要满足

程度如何？等等，这些都成为不容忽视的问题。要想解惑排疑，进一步探索思想

政治教育规律，推进思想政治教育科学化发展，就必须给思想政治教育评估以足

够的关注，从高校思想政治教育评估入手。因此，高校思想政治教育评估就成为

思想政治教育评估的重要部分，成为思想政治教育过程不可或缺的重要环节，进

而成为思想政治教育理论研究中的一个重点和热点。

§1.1 问题缘起

一、困惑与反思

对“思想政治教育”的评估相关理论和实际问题的研究和反思，缘起于我本

人民日报,2000 年6月29 日第 1版.

人民日报,2005 年1月19 日第 1版.

高校思想政治教育评估研究

科思想政治教育专业阶段的学习。时至今日，我依然学习思想政治教育专业，数

年之久的学习和思考，并没有丝毫消减我对“思想政治教育评估”的困惑，反而

使得对问题的困惑和复杂性的认识有增无减。鉴于“思想政治教育评估”的复杂

与深奥，我选择了一个较为小的切人点——“高校思想政治教育评估研究”，以

期对问题能有更深入的认识。另一方面，作为一名思想政治教育专业的研究生，

在数年的学习和实践中，也看到了类似的困惑，那就是国家对思想政治教育的功

能和作用给予高度的评价“思想政治工作是经济工作和其它一切工作的生命线”。

江泽民同志更是进一步指出：“党的思想政治工作是经济工作和其它一切工作

的生命线，是团结全党和全国各族人民实现党和国家各项任务的中心环节，是我

们党和社会主义国家的重要政治优势。”

这样的评价，“在一些普通群众看来，

思想政治教育再重要，也是党和国家的事情，而不是每个人的事情，与他个人无

关。人们之所以会有这种错觉，显然与我们撇开思想政治教育的个人价值而孤立

地、抽象地讲它的社会价值有关。”

此外思想政治教育价值不被认同的另一个

重要原因则是，它的产出成果多是定性抽象的，有时候是潜移默化和滞后的，人

们对它的价值难以接受和承认。因此，要客观、公正地认识高校思想政治教育价

值，高校思想政治教育评估是必不可少的重要环节。

二、起源与演变

评估在大多数情况下与评价同意，是人把握客体对人的意义、价值和作用的

一种观念性活动。评估与人类社会相伴而生，但却是 19 世纪末 20 世纪初被纳入

哲学的视域内，应用到思想政治教育领域则更晚一些。评估问题是与价值问题紧

密相联的，评估作为哲学价值论的一个重要组成部分，是随着价值论的产生，作

为揭示价值的一种观念性活动才逐渐为人们所关注。

评估的应用研究主要侧重于道德领域。统一规范的道德规范和道德准则评估

对于社会的稳定与发展是十分必要的。随着社会的发展和评估理论研究的深入，

评估思想广泛影响着社会各个领域，如教育评估、资产评估、企业价值评估、绩

效评估、风险评估、思想政治教育评估等等。对于党的思想政治教育工作而言，

如果说我们过去是自觉不自觉地进行着评估，现在我们迫切要做的是认真研究思

想政治教育评估的基本理论，从而对思想政治教育作出比较客观、全面、科学的

评估。高校思想政治教育评估是思想政治教育评估的前沿阵地，理应成为研究思

想政治教育评估的切入点和着力点。

三、学科与实践

思想政治教育学科的实践性特点及其在现实生活中的广泛应用，引起人们对

三中全会以来重要文献选编(下册)．北京：人民出版社，1982：831．

人民日报．2000 年6月29 日第 1版．

刘建军著．论思想政治教育的个人价值．教学与研究，2001（8）．

第一章绪论

思想政治教育评估问题的高度重视。众所周知，思想政治教育是一个动态的、潜

移默化的、复杂的过程，国家和高校投入了大量的人力、物力和财力开展思想政

治教育工作，需要及时得知其效益；广大思想政治教育工作人员为了提高思想政

治教育工作的实效性，也需要准确把握其效果；思想政治教育的各级主管部门为

了有效的指导、组织和开展思想政治教育工作，提高管理的科学化水平，也需要

全面准确了解其进展情况。

就实践来看，思想政治教育评估（尤其是高校思想政治教育评估）理论研究

的滞后与实践应用的困惑，也迫切要求加强对这一课题的探索与研究。党和国家

的各种文件从来都说思想政治教育重要，但实践中思想政治教育必然是“说起来

重要，做起来次要，忙起来不要”，“生命线”地位自然就下降成为从属的、附

带的、可有可无的工作；认为有关主管部门的“评估”具有随意性，用所谓的指

标体系来“评估”又觉得缺乏科学性。所以说，人们一方面在为一些非量化的评

估方法所得结果的主观片面性而苦恼，另一方面，却在大量地使用一些非标准化

的、主观评定式的评估方法。王逢贤在他的一篇文章中这样写到“这些年，高考

遇到一个难题。考生知识可以看分数，身体可以体检，而品德呢？能不能用分表

示？关于集体主义、爱国主义的知识可以打分，而这方面的情感和行为习惯能不

能分出等级，现在世界上谁也讲不清。至于用什么方法表示，除了评语，现在还

没有找到更好的方法。写评语不仅用起来不方便，而且很不容易表示思想品德等

级和学生之间的差别。如果我们对这个问题搞点试验研究，提出新的有效办法。

不仅对中国，对世界教育都是大贡献。”

§1.2 研究价值

目前，高校思想政治教育工作还没有建立起科学、简明、便于操作的评估体

系，没有形成检查、督导、评估思想政治教育质量的有效机制，许多高校没有从

根本上认识到思想政治教育在人的全面发展过程中所起的重要作用，也就没有把

思想政治教育放在真正重要的位置。正是因为评估体系的不健全，降低了高校思

想政治教育的功能。如何把高校思想政治教育己有的实践成果以相对科学的体系

展现出来，并形成指导今后高校思想政治教育教育的长效机制，这就需要建立评

估体系，形成评估机制。通过对高校思想政治工作的评估，能起到以下作用：

第一，揭示高校思想政治教育价值，科学确立高校思想政治教育地位。长期

以来，正是由于对高校思想政治教育缺乏科学评估，才使高校思想政治教育的价

值得不到及时客观公正的体现和反映，因而思想政治教育在高校总是处于“说起

来重要，做起来次要，忙起来不要”的状况。即便是作为大学生思想教育的主渠

王逢贤．谈谈德育研究的课题和方法问题．教育科学研究通讯，1986（4）．

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摘要：

摘要思想政治教育评估是思想政治教育工作的重要环节和薄弱领域，对思想政治教育评估研究的不足将制约思想政治教育的学科发展。高校思想政治教育是思想政治教育的重要组成部分和理论前沿，引导着思想政治教育学科的发展方向。它是否有效以及如何发展，都要依据高校思想政治教育评估做出正确判断。因此，高度重视和深入研究高校思想政治教育评估理论成为当代大学培养合格人才的题中之义。目前，高校思想政治教育尚未建立起科学、合理、简便、易行的评估体系，尚未形成对高校思想政治教育质量进行检查、督导、评估的有效机制，更缺乏从理论和实践相结合上对高校思想政治教育评估进行深入研究，高校思想政治教育评估研究还不够成熟，这就更突显了对此...

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