Construction of Ideological and Political Evaluation System for College Chinese Courses in Vocational Colleges Based on the Theoretical Framework of CIPP Evaluation Model

: The core of ideological and political evaluation in vocational colleges is actually to evaluate the implementation of the task of "cultivating morality and cultivating talents". Traditional evaluation methods are mainly based on subjective judgment and empirical evaluation, while quantitative evaluation methods based on objective data are rarely adopted in practice. Based on the theoretical framework of the CIPP evaluation model, a questionnaire for the ideological and political evaluation of college Chinese courses was designed around four key factors: curriculum teaching background, curriculum teaching investment, curriculum teaching process, and curriculum teaching effectiveness. 550 questionnaires were distributed to students participating in this course teaching, of which 520 were valid questionnaires. After conducting reliability and validity analysis on the survey data using SPSS software, and using EFA and CFA analysis methods to jointly verify, quantitative analysis was used to evaluate the ideological and political quality of college Chinese courses. A college Chinese course ideological and political quality evaluation system was constructed with four key elements as the core, namely teaching background, teaching investment, teaching process, and teaching effectiveness.


Introduction
As an important position in higher education, vocational collegesshoulder the responsibility of cultivating high-level composite high-end technical and skilled talents for the country and society. In the context of the new era, in order to achieve high-quality development of China's economy and society, comprehensively build a socialist modernized power, and move towards the second centenary goal, it is necessary for high-level, high-quality, and responsible young people to overcome difficulties and move forward courageously. With the expansion of enrollment scale in vocational colleges, vocational students, as an important talent team to achieve development strategic goals, should strengthen their ideological and political education and guidance [2] So far, the educational concept of ideological and political education in courses has been deeply implemented and implemented in vocational colleges. As an indispensable course in vocational colleges, college Chinese language courses also have unique advantages in terms of ideological and political education. In order to better understand the development of ideological and political education in vocational colleges, the CIPP evaluation model theory is used as the framework, and the college Chinese language courses at Guangzhou Nanyang Vocational College of Technology are taken as an example to construct an ideological and political system for college Chinese language courses. CIPP evaluation model was proposed by American scholar Daniel Leroy Stafulbim on the basis of his reflection on Taylor's behavior goal model in 1967. This model consists of four evaluation activities: background evaluation, input evaluation, process evaluation and result evaluation.

Data collection and processing
This study distributed a total of 550 questionnaires through a questionnaire survey, of which 520 were effectively collected. The effective rate of questionnaire collection was 93.63%, indicating a high effective rate of questionnaire collection. For the theoretical framework based on the CIPP evaluation model constructed in this study, it is proposed to use EFA and CFA analysis methods to jointly verify the ideological and political evaluation system of college Chinese courses in vocational colleges.

Exploratory factor analysis preliminary test
By importing questionnaire data into the SPSS 27.0 language environment, exploratory factor analysis is performed. The application of exploratory factor analysis requires reference to KMO and Bartlett's spherical test levels, with at least 0.6 and preferably 0.8. Bartlett's spherical test requires a sufficient p-value (sig)<0.05. The KMO level of the questionnaire data in this study is 0.820, and the Bartlett's spherical test is significant. This research scale is suitable for using exploratory factor analysis to verify the effectiveness of the ideological and political evaluation system of college Chinese courses in vocational colleges under the theoretical framework of CIPP evaluation model.    Perform factor analysis on questionnaire data using the oblique intersection maximum variance method, and sort the load sizes of the measurement items included in the extracted factors, while hiding load values below 0.4. The rotated component matrix of the initial scale data is shown in the table below. From the table, it can be seen that "Factor 1" has the highest variance interpretation rate, followed by "Factor 2" and "Factor 3", while "Factor 4" has a low variance interpretation rate. By observing the rotational factor loads of all observation items within each factor, it is generally believed that the maximum load corresponding to the measurement items of each factor after rotation should be greater than 0.6, and the second load should be less than 0.3. If the load of the variable does not meet this standard, it should be removed. Based on this, the above items in the questionnaire meet the extraction criteria for factor loading, and further factor analysis can be considered. The situation of college Chinese course teachers mastering the integration of ideological and political education into teaching skills

Comparative Analysis on the Differences of Interviewed Teacher Groups in Different Colleges
This study uses one-way ANOVA statistical research methods to explore the differences in perception of educational background, teaching investment, teaching process, and teaching effectiveness among the surveyed groups of liberal arts, science, and engineering colleges. Through mean result analysis, it is found that there is no 0.05 level perception research difference among the surveyed teacher groups of different colleges in terms of educational background, teaching investment, teaching process, and teaching effectiveness. Further combining the analysis of mean results, it can be seen that the evaluation level of the current teaching process in science and engineering is higher than that in liberal arts colleges. The evaluation level of teaching effectiveness in humanities is higher than that in science and engineering.

Comparative Analysis on the Differences of Interviewed Teacher Groups in Different Positions
This study uses a one-way ANOVA statistical research method to explore the differences in perception of educational background, teaching investment, teaching process, and teaching effectiveness among different job interview groups. Through mean result analysis, it can be seen that there is no 0.05 level perception research difference among different job interview teacher groups regarding the educational background, teaching investment, teaching process, and teaching effectiveness of the college.

Comparative analysis of differences in teacher groups interviewed at different ages
This study uses the statistical research method of one-way ANOVA to explore the differences in perception of education background, teaching investment, teaching process, and teaching effectiveness among liberal arts and different age groups. Through mean result analysis, it can be seen that there is a 0.05 level perception research difference in education background and teaching process among different age groups of interviewed teachers. Further combining the analysis of mean results, it can be seen that the perception level of teaching background in the 40-50 age group (3.072 ± 1.080) and the 50-60 age group (3.305 ± 1.090) is relatively higher than that of teachers under the age of 30 and teachers in the 30-40 age group. The evaluation level of teaching effectiveness by the age group of 50 to 60 and the age group over 60 is relatively higher than that of the age group under 30 and the age group between 30 and 40.

Comparative analysis of differences in teacher groups interviewed with different educational backgrounds
This study uses the statistical research method of one-way ANOVA to explore the differences in perception of education background, teaching investment, teaching process, and teaching effectiveness among liberal arts and different education level respondents. Through mean result analysis, it can be seen that there is a 0.05 level perception research difference in education background and teaching process among different education level respondents. Furthermore, based on the analysis of mean results, it can be seen that the perception level of teaching background among doctoral students and those with doctoral degrees or above is relatively higher than that of other educated interviewed teachers. In addition, the evaluation of current teaching effectiveness among doctoral students, doctoral students, and above is relatively good.

Comparative analysis of differences in teacher groups interviewed by different genders
This study uses the statistical research method of one-way ANOVA to explore the differences in perception of education background, teaching investment, teaching process, and teaching effectiveness among liberal arts and gender interviewees. Through mean result analysis, it can be seen that there is a 0.05 level perception research difference between gender interviewees in education background, teaching investment, teaching process, and teaching effectiveness. Further combining the analysis of mean results, it can be seen that the gender groups of doctoral students and above have a relatively higher perception level of teaching background compared to other gender interviewed teachers. In addition, the evaluation of current teaching effectiveness among doctoral students, doctoral students, and above is relatively good.

Construction of the Ideological and Political Evaluation System for College Chinese Courses in Vocational Colleges under the Theoretical Framework of CIPP Evaluation Model
Exploratory factor analysis has demonstrated that the scale structure has a good structure. To further demonstrate the structural level of the scale, a confirmatory analysis will be conducted on the scale data using AMOS25.0. The explanatory diagram of the observation table in the AMOS software environment is shown below, which includes a total of 4 potential variables and 10 measurement variables. The algorithm executed by AMOS is maximum likelihood estimation, and the load level of the measurement variables included in each potential variable and the correlation level between the potential variables are referred to as follows: The structural validity of the scale is analyzed by testing its convergence validity (measured by AVE) and discriminant validity. The validation standard for convergence validity AVE is the recommended standardized factor load value of 0.6, which is taken as the square to approach the AVE value of 0.5. The standardized factor load in the factors of curriculum teaching background, curriculum teaching investment, curriculum teaching process, and curriculum teaching effectiveness in this study is greater than 0.6, and the AVE levels are 0.899, 0.914, 0.972, and 0.858, respectively. The convergence validity of each factor is within the threshold requirements.

Measurement indicators
Std. Factor Loading Standardized factor load squared question reliability (SMC) Differential validity is used to measure the degree to which latent variables differ from other variables. AVE is greater than the square of the correlation coefficient between constructs, indicating good discriminative validity. From the table below, it can be seen that there is a significant correlation (P<0.05) between the curriculum teaching background, curriculum teaching investment, curriculum teaching process, and curriculum teaching effectiveness. In addition, the absolute values of the correlation coefficients are all less than 0.6 and are all less than the square root of the corresponding AVE. This indicates that each latent variable has a certain correlation and a certain degree of differentiation between them. This indicates that the discriminant validity of the scale data is ideal. At the same time, it further verifies the good structural validity of the ideological and political evaluation system model for college Chinese courses in vocational colleges in this study, supporting the results of exploratory factor analysis. (2) Punish complex models, that is, the fitting index should be adjusted according to the number of model parameters, and punish models with multiple parameters; (3) Sensitivity to false models, i.e. if the fitted model is not true (with too many or too few parameters), the fitting index can reflect poor fitting. Based on this, the indices used in this article are TLI, CMIN/DF, GFI, IFI, TLI, CFI, RMSEA, SRMR, PNFI, and PCFI. The corresponding evaluation values of the indicators and the actual fitting results of the model are shown below. It can be seen that the absolute fitting indicators in the structural equation model of leisure agriculture tourism satisfaction constructed in this article all meet the standards. The fitting effect of the model of the ideological and political evaluation system for vocational college Chinese courses constructed in this study is good. Therefore, a theoretical framework based on the CIPP evaluation model has been developed for the construction of the ideological and political evaluation system for college Chinese courses in vocational colleges, as follows: In order to construct a theoretical framework of CIPP evaluation model for the ideological and political evaluation system of college Chinese courses in vocational colleges, the model is constructed based on the principle of Analytic Hierarchy Process. The Analytic Hierarchy Process mainly relies on layers. Based on empirical research, the model variables were used as evaluation indicators, and the standardized load factor of the model was used as a weight coefficient and percentified to construct a theoretical framework for ideological and political evaluation of college Chinese courses in vocational colleges based on the CIPP evaluation model. The target layer, i.e. the overall evaluation index, is the ideological and political evaluation system for college Chinese courses in vocational colleges; The criterion layer is the first level indicator layer, which includes the background of course teaching, course teaching investment, course teaching process, and course teaching effectiveness, with weights of 18.29%, 24.15%, 26.93%, and 30.62% respectively; The scheme layer is the second level indicator layer, which includes detailed indicators under each first level indicator. Among them, the indicator with the highest comprehensive weight is the development evaluation. The comprehensive weight coefficient of this system can be used to quantitatively evaluate the ideological and political quality of college Chinese courses in vocational colleges; At the same time, various factors that affect the ideological and political quality of college Chinese courses in vocational colleges can also be measured.