A Practical Exploration of “Ideological and Political Path and Evaluation System of Professional Basic Courses in Higher Vocational Colleges—Taking the “Economics” as an Example

This paper refines the “five elements method” with professional characteristics, based on the paradigm of “Three educations and three styles”, taking the ideological and political construction of economics, a basic course of culture and art majors in higher vocational colleges, as an example. By comparative analysis method and case study, it integrates theoretical knowledge with philosophy, culture, innovation, morality, current politics and integrates information technology as well. Through “class in class”, we should innovate teaching methods and form a set of integrated ideological and political integration paths with professional characteristics. At the same time, this paper discusses the curriculum ideological and political evaluation system from the five dimensional evaluation indexes, and provides new ideas for other professional basic courses.


Introduction
In recent years, the "curriculum ideological and political" reform carried out by colleges and universities has achieved good results, especially the ideological and political construction of colleges and universities in Shanghai is repre-sentative, forming the "Shanghai experience" (Teng, 2020), which has been vigorously promoted throughout the country and achieved good results. However, in the process of ideological and political construction and teaching of professional courses, we found that not all teaching contents can well implement the concept of ideological and political education. If ideological and political elements are rigidly incorporated, professional courses may be turned into ideological and political courses, which is not the effect of Ideological and Political Education. In addition, the concept of ideological and political construction of professional courses needs to be changed. The ideological and political construction of courses should be the ideological and political construction of various disciplines under the concept of "great ideological and political". The goal is to improve students' comprehensive quality, not just knowledge education or ideological education.
From the current research on the construction of "curriculum ideological politics", most of them discuss the ideological politics of curriculum in theory, or design the path and way of ideological politics of curriculum from the perspective of educational reform. For example, Xufeng Su and Zhihui Jiang (2019) vividly explored and practiced "who to cultivate, how to cultivate, and for whom" from the concept of "four returns" through the ideological and political cases of economics courses. Hanjin Xie et al. (2019) designed four paths for college teachers in the new era, namely, teacher ethics, scientific research, love and current affairs, to explore the ideological and political orientation of courses from the outside to the inside, and used the 360 degree evaluation method to study the ideological and political evaluation system of professional courses for college teachers in the new era. Bin Chen and Yuemin Teng (2021) explored and studied the curriculum ideology and politics from the perspective of the paradigm of "Three educations and three styles". Among them, the three educations are the main path of ideological politics, "Tao in teaching, morality in teaching, and education in fun", the three styles are the main ways of ideological politics, "Finishing touch, special embedded, element combination". (Teng, 2021) From the existing literature research, there are many explorations on the ideological and political methods and paths, but there are relatively few studies on the specific operation norms and effect evaluation of a discipline, making the curriculum ideological and political construction a mere formality, which is difficult to carry out and promote effectively. At the same time, quality evaluation is also the standard to test the effectiveness of the ideological and political reform of the curriculum. The following is a scientific exploration in the form of cases study and comparative analysis through the standardized operation and effect evaluation of the curriculum ideological and political construction of representative disciplines, and puts forward corresponding suggestions for the curriculum ideological and political construction of professional basic disciplines. Professional basic courses are generally the pre courses of professional courses, which are set up more in the lower grades, and are mainly based on professional theoretical knowledge, especially platform courses applicable to all majors. If they are not well combined with the major characteristics, students often question the necessity of starting courses and lack of enthusiasm for learning. Take the economics of Art brokerage major as an example. It is a professional platform course of the Department of cultural management of our college. It is opened in the first semester. It will explain the basic principles of economics and analyze the current economic phenomena in China in most classes, students will feel that this course has little to do with their majors. In addition, there are certain difficulties in understanding the course principles, and learning interest will be greatly reduced. Through ideological and political construction, the course content is reorganized. Based on the principle of being adequate and applicable to higher vocational students, the economics course is divided into five teaching modules, including price prediction, consumption analysis, production management, market research, and policy study. Based on the combined method of elements in the " Three educations and three styles" (Teng et al., 2018), combined with the characteristics of art brokerage major students, professional characteristics and the phenomenon of the art industry, the five elements of ideology and politics in each module of the course are refined, namely, the "philosophy" element in dialectical analysis, the "culture" element in the industry, the "morality" element in the position, the "innovation" element in practice and the "policy" element in the development of the industry. Through the integration of these ideological and political elements, we hope to guide students to establish correct values, consciously carry forward the core socialist values (integrity), and cultivate good quality (morality) (Gu, 2020). At the same time, we should pay attention to cultivating students' cultural literacy, cooperation spirit, innovation and entrepreneurship, guide students to learn and use policies to benefit the world and the people, cultivate feelings, cultivate morality, be brave in innovation, and adhere to integrity, so as to lay the foundation for cultivating highquality and highly skilled industry talents. The ideological and political path of the economics course is shown in Table  1.

Case Analysis of Curriculum Ideological Politics-"Supply Theory"
of Economics

1) Basic information of the course
This case is about the ideological and political situation of the economics course offered by freshmen in art brokerage major. The teaching content of the case is the supply theorem.

2) Learning situation analysis
Students have understood and mastered the demand factors that affect the market price of products and the impact of changes in these demand factors on the demand of industrial products before learning this task. At present, students' judgment of price is still lack of logical analysis at the supply level, their understanding of the factors affecting supply is not comprehensive, their analysis of some phenomena in the industry of their major-culture and art industry is not enough, and they have not yet put forward effective solutions to the problems existing in this industry.
3) Ideological and political integration program ( What factors do you think will affect the supply of artworks considering one of the current investment and wealth management products,?
Combined with professional characteristics, students will analyze the influencing factors of supply, and improve their cultural literacy.
Class discussion: Why are artworks counterfeiting emerging in endlessly, and what are the reasons for the chaos of artworks counterfeiting? The discussion results are as follows: the reasons for the industry chaos include: i) Price factors: the price of famous paintings is high, and profits drive counterfeiting; ii) Institutional factors: exemption clause of auction house; iii) Moral factors: lack of moral and artistic integrity, and lack of correct values and moral guidance; ii) Technological improvement and breakthrough; iii) Art prices rise. Through the summary and evaluation of students, clarify the basic knowledge points that students should master and improve their literacy, and understand students' understanding and cognition of classroom content. d) Job arrangement Class in Class Training (Zhu & Teng, 2020): vr/ar training (Fundamentals of economics, new media art design) Task Training: Consult the information of famous Red works of Chinese artists and the influencing factors of red works creation (such as creation background and motivation), and use the learned design knowledge to carry out the development and production of vr/ar materials.
Strengthen educational objectives: Analyze and apply the influencing factors of the supply of red cultural products to enhance the effectiveness of Ideological and political education; Combine science and technology, project driven, create VR products, and improve comprehensive quality; Enhance students' teamwork and innovation ability; Realize the mutual benefit of teaching and learning (Science and innovation research project of the Ministry of education, professional innovation team project).

5) Exploration of curriculum ideological and political evaluation system
Economics evaluation results of students' courses are divided into two parts: the end of the term accounts for 50% and the usual time accounts for 50%. The evaluation system adopts the evaluation mode of full staff, whole process, and Five in One. "Full evaluation" refers to the integrity of the evaluation subject, which is mainly reflected in the after-school task training, including teacher evaluation (70%), student self-evaluation (15%) and student mutual evaluation (15%); "Whole process evaluation" refers to the timeliness of evaluation, including 40% of process assessment, 10% of attendance interaction and 50% of final examination; "Five evaluation" refers to the scope of evaluation indicators, which measures the effectiveness of education from five aspects, including moral education (ideological and moral level assessment), intelligence (dialectical analysis level assessment), labor (innovative thinking level assessment), culture (cultural literacy level assessment) and Law (policy application level assessment). "Integrated evaluation" refers to the comprehensive evaluation, that is, the performance of the comprehensive overall assessment results, which is reflected in the results of the class post certificate competition and the effectiveness of teaching and learning, including in and out of the classroom, online and offline, internship and training, entrepreneurship and innovation competition and Industry University research projects. Specific evaluation contents are shown in Table 3.

Results and Findings
Although the professional basic course Ideological and political education is applicable to all majors, the case analysis should be well combined with the  characteristics of the major, and the teaching content should also be combined with the major to make some choices. The major should be applicable and sufficient, so as to improve the students' enthusiasm for learning The effect and quality evaluation of Ideological and political courses should also be combined with the characteristics of courses, majors and schools. The whole staff, whole process and all-round assessment, on the one hand, assesses the mastery of students' knowledge and skills, on the other hand, assesses students' values, ethics, development outlook, entrepreneurship, innovation and cooperation spirit, so as to evaluate the improvement of students' overall quality (Li, 2022).

Explore the Teaching Method of "Class in Class" Integration of Professional Basic Courses, Integrate multiple Methods, and Realize Learning in Interest and Innovative Education
The teaching content of professional basic courses, especially platform courses, should be adjusted in combination with professional characteristics. For example, the economics course of art brokerage major, in addition to the case tasks combined with the current situation of the culture and art industry. at the same time, the course homework and after-school training also adopt the "class in class" method, Combine the course content of economics with the "basic design" course in the major of art brokerage, and arrange the homework content about exploring the market and influencing factors of Chinese artists' red works The homework results are synchronized with the professional virtual simulation training, which greatly improves the students' interest, values and the comprehensive quality and ability of the art profession. The above-mentioned ideological and political exploration of in class integration requires teachers to carefully analyze the learning situation of the classes they teach, and also requires teachers to have a certain professional comprehensive quality.

Implement the Teaching Concept of "Three Educations and Three Styles", Combine the Characteristics of Courses and Schools, Refine Ideological and Political Elements, Cooperate between Schools and Enterprises, and Comprehensively Educate People
The refinement of Ideological and political elements of professional basic courses should be combined with curriculum characteristics, professional characteristics and school characteristics. The implementation of teaching tasks closely follows the current situation of the industry, citing real projects and tasks. For example, the five ideological and political elements extracted in the chapter of the supply theorem of economics include culture, morality, philosophy, innovation and policy. The case analysis selects the current situation of the art industry, and the assignment is combined with professional training projects to realize curriculum education, practice education and cultural education through the examples of element combination, topic embedding and finishing touch.

Build a Diversified Comprehensive Evaluation System, and Promote Teaching and Learning and Collaborative Education through Comprehensive Examination of All Staff, The Whole
Process, and Five in One way to build excellent courses. Through the ideological and political construction of the curriculum, comprehensively strengthen the educational guidance function of professional courses, combine the professional characteristics, from the mastery of theoretical knowledge to the improvement of cultural and legal literacy, from the possession of national feelings to the persistence of professional ethics, closely follow the needs of the times, cultivate innovative thinking, improve the quality of talent training, and achieve the goal of collaborative education.

Founding
This paper is the stage achievement of "2022 Shanghai University Curriculum ideological and political demonstration team project".