A Study on the Application of Teacher-Student Cooperative Evaluation Assisted by Information Technology in the Curriculum Ideological and Political Education of Business English Writing

在高等教育课程思政改革的大背景下，高校英语专业课程亟待融入思政教育教学内容，培养专业技能扎实、兼备家国情怀的商务英语人才。本文聚焦于信息技术辅助下师生合作评价在该课程思政中的应用。通过理论分析，阐述了课程思政的内涵、师生合作评价的理论来源以及信息技术在教育中的应用理论，并剖析了商务英语写作课程思政的现状，指出思政元素挖掘不深、教学方法单一、评价方式不合理等问题及其成因。研究发现，信息技术在商务英语写作教学中形式丰富，能丰富教学资源、激发学习兴趣；师生合作评价则有助于培养学生批判性思维，提升参与度。二者融合具备技术支撑、契合教学与学生需求。基于此，本文提出整合教学资源、挖掘思政元素、搭建信息化评价平台、开展案例分析等应用策略。以“商务合同写作”单元为例，实践验证了该方法可有效提升学生写作技能与思想道德素养。同时，提出提升教师能力、强化教学管理支持、引导学生参与等保障措施。尽管研究实现了技术与评价融合、构建新教学模式，但仍存在技术应用不熟练等问题。未来研究应拓展范围，探索人工智能和大数据应用，深化课程思政建设，推动教学发展。In the higher-education curriculum ideological and political reform, the Business English Writing course must integrate ideological and political education into professional teaching to cultivate business English talents with both professional skills and moral integrity. This paper explores the application of teacher-student collaborative assessment, supported by information technology, in this course’s ideological and political education. Theoretical analysis clarifies curriculum ideology and politics connotations, the origin of teacher-student collaborative assessment, and information technology’s educational application. It also analyzes the current situation of the course’s ideological and political education, revealing problems like shallow ideological and political element exploration, monotonous teaching, and irrational evaluation, along with their causes. Information technology enriches teaching resources and boosts students’ interest, while teacher-student collaborative assessment cultivates critical thinking and participation. Their integration has technical support and suits teaching and students’ needs. Based on this, the paper proposes strategies such as resource integration, in-depth ideological and political element exploration, building an information-based evaluation platform, and case-based analysis. The “Business Contract Writing” module shows this approach can improve students’ writing skills and ideological and moral qualities. Additionally, safeguard measures like enhancing teacher capabilities, strengthening teaching management, and guiding student participation are put forward. Although a new teaching model integrating technology and assessment has been established, issues like sub-optimal technology application remain. Future research should expand scope, explore AI and big-data applications, deepen curriculum ideological and political construction, and promote teaching development.