Progress in Teachers' Self-Assessment of the Effectiveness of Curriculum-Based Ideological and Political Education in University

Curriculum-based ideological and political education (CBIPE) is a crucial measure to fulfill the fundamental task of fostering students' moral character. It aims to achieve the unity of knowledge impartation and value guidance through the organic integration of professional courses and ideological and political education. Teacher self-evaluation, as a key aspect of enhancing the quality of CBIPE, has increasingly garnered academic attention regarding its theoretical connotation and practical approach. This paper systematically reviews the theoretical basis, practical models, and research progress of teacher self-evaluation, with a focus on analyzing its core role and practical challenges in evaluating the effectiveness of CBIPE. The research indicates that teacher self-evaluation can significantly enhance the collaborative educational effect of CBIPE by promoting teaching reflection and optimizing educational strategies. At the same time, the study points out that current teacher self-evaluation still faces issues such as the lack of evaluation tools and insufficient professional competence. Based on this, this paper proposes that in the future, a diversified evaluation system should be established, teacher self-evaluation capacity training should be strengthened, and the deep integration of ideological and political education with professional education should be promoted, providing theoretical support and practical guidance for the construction of CBIPE in university.