基于CIPP模式的“法商融合”课程教学评价指标构建——以《企业法务管理》课程为例
西南政法大学商学院, 重庆 401120
| 摘 要： | 新文科建设强调学科交融与整合，“法商融合”课程是经管法交叉融合在人才培养层面的具体实践。与传统单一学科课程相比，“法商融合”课程具有教学目标复合化、教学内容交叉化、教学方式混合化和教学成果实践化等特征，现行以通用指标、有限主体和终结性评价为主的课程评价方式，难以准确反映法律规则与管理方法的融合程度。CIPP模式具有全过程评价、改进导向和结构开放等特点，与“法商融合”课程教学评价具有较高契合度。以《企业法务管理》课程为例，可从背景、输入、过程和成果四个维度，构建包含四个维度、13项二级指标的教学评价指标体系。在实施过程中，应建立督导、同行、教师、学生与企业导师共同参与的多元评价机制，推进诊断性评价、形成性评价与总结性评价相衔接，综合运用文本评审、课堂观察、平台数据、案例分析和情境测评等评价方式，并通过评价结果反馈促进课程持续改进。 |
| 关 键 词： | 新文科; 法商融合; 企业法务管理; CIPP模式; 教学评价 |
| DOI： | 10.57237/j.edu.2026.04.002 |
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收稿日期: 2026-07-21
接受日期: 2026-08-13
在线出版日期: 2026-09-07
Construction of a Teaching Evaluation Indicator System for “Law-Business Integration” Courses Based on the CIPP Model: A Case Study of Enterprise Legal Affairs Management
School of Business, Southwest University of Political Science and Law, Chongqing 401120, China
| Abstract: | The construction of new liberal arts emphasizes interdisciplinary integration and convergence, and “law-business integration” courses represent a concrete practice of integrating economics, management, and law in talent cultivation. Compared with traditional single-discipline courses, “law-business integration” courses are characterized by integrated teaching objectives, interdisciplinary teaching contents, blended teaching approaches, and practice-oriented learning outcomes. However, existing course evaluation approaches, which mainly rely on general evaluation indicators, limited evaluation participants, and summative assessment, fail to accurately reflect the degree of integration between legal rules and management approaches.The CIPP model, characterized by its whole-process evaluation, improvement-oriented approach, and structural openness, demonstrates a high degree of compatibility with the teaching evaluation of “law-business integration” courses. Taking the course Enterprise Legal Affairs Management as an example, this study constructs a teaching evaluation indicator system consisting of four dimensions and 13 secondary indicators from the perspectives of context, input, process, and product. In practice, a multi-subject evaluation mechanism involving supervisors, peer experts, teachers, students, and enterprise mentors should be established. Diagnostic, formative, and summative evaluations should be integrated, while multiple evaluation methods, including document review, classroom observation, platform-based learning data analysis, case analysis, and situational assessment, should be comprehensively applied. Through feedback from evaluation results, continuous improvement of course design and implementation can be promoted. |
| Keywords: | New Liberal Arts; Law-Business Integration; Enterprise Legal Affairs Management; CIPP Model; Teaching Evaluation |
基金
| 1. | 重庆市教育科学规划课题“教育数字化转型下课程思政育人效果的评价研究” (编号K23ZG2030227) |
| 2. | 重庆市高等教育教学改革研究项目“新文科背景下“法商融合”课程建设研究——以《企业法务管理》课程为例” (编号223098). |
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