《会计英语》课程内容具有英语语言知识和会计专业知识的双重性,课程思政教学的开展有助于培养会计专业学生的家国情怀和国际视野。本文基于CIPP评价模型,结合该课程特点和人才培养目标,从背景评价、输入评价、过程评价和结果评价四个维...《会计英语》课程内容具有英语语言知识和会计专业知识的双重性,课程思政教学的开展有助于培养会计专业学生的家国情怀和国际视野。本文基于CIPP评价模型,结合该课程特点和人才培养目标,从背景评价、输入评价、过程评价和结果评价四个维度,课前–课中–课后三个阶段出发,初步构建了《会计英语》课程思政三级评价指标体系,包括4个一级指标、10个二级指标和30个三级指标,为进一步提升课程思政育人效果提供参考。The content of the course “Accounting English” has the duality of English language knowledge and accounting professional knowledge, and the development of Ideological and political Education helps to cultivate the national sentiment and international vision of the accounting students. Based on the CIPP evaluation model, combined with the characteristics of the course and talent cultivation objectives, this paper initially constructs a three-level evaluation index system for “Accounting English” course, including 4 first-level indexes, 10 second-level indexes, and 30 third-level indexes, from the four dimensions of background evaluation, input evaluation, process evaluation, and result evaluation, and the three stages of pre-class, in-class, and post-class, to provide references to further improving the effect of the course’s ideological and political education.展开更多
文摘《会计英语》课程内容具有英语语言知识和会计专业知识的双重性,课程思政教学的开展有助于培养会计专业学生的家国情怀和国际视野。本文基于CIPP评价模型,结合该课程特点和人才培养目标,从背景评价、输入评价、过程评价和结果评价四个维度,课前–课中–课后三个阶段出发,初步构建了《会计英语》课程思政三级评价指标体系,包括4个一级指标、10个二级指标和30个三级指标,为进一步提升课程思政育人效果提供参考。The content of the course “Accounting English” has the duality of English language knowledge and accounting professional knowledge, and the development of Ideological and political Education helps to cultivate the national sentiment and international vision of the accounting students. Based on the CIPP evaluation model, combined with the characteristics of the course and talent cultivation objectives, this paper initially constructs a three-level evaluation index system for “Accounting English” course, including 4 first-level indexes, 10 second-level indexes, and 30 third-level indexes, from the four dimensions of background evaluation, input evaluation, process evaluation, and result evaluation, and the three stages of pre-class, in-class, and post-class, to provide references to further improving the effect of the course’s ideological and political education.
