Methods, Practices, and Evaluation of Value Guidance in Classroom Teaching

DOI: https://doi.org/10.62517/jhet.202515609

Author(s)

Lu Liu, Fengxian Chen*

Affiliation(s)

Guangdong Technology College, Zhaoqing, Guangdong, China *Corresponding Author

Abstract

This article systematically explores the implementation approaches, practice models, and evaluation systems of the teaching process. The research constructs a closed-loop teaching path covering three stages: pre-class, in-class, and post-class. It proposes differentiated practical models based on disciplinary characteristics and establishes a multi-dimensional teaching effectiveness evaluation system. The study indicates that the effective implementation of guidance and education of values in courses requires adhering to the principle of organic integration, achieving a deep fusion of value shaping and professional education through systematic teaching design and scientific evaluation feedback. This study provides a workable implementation framework for university teachers in the teaching process, and has important theoretical and practical value for promoting the transformation from "formal coverage" to "effective implementation" and improving the effectiveness of moral education.

Keywords

Classroom Teaching; Integration Pathways; Teaching Practice; Evaluation System

References

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