课程教学质量评价是高校人才培养质量保障体系的重要一环，但课程质量评价一直存在评价标准多样化、评价结果区分度差等难题。当前，工程教育专业认证的深入开展对课程教学质量评价（简称评课）提出了更高的要求。评课工作需要贯彻产出导向、学生中心和持续改进的认证理念。专业认证的要求既对课程教学质量合理评价带来了更多挑战，又为解决质量评价难题提供了新的思路。聚焦于土木类专业理论课程评价的问题，基于OBE理念，探讨了评价主体和客体，探讨了评价标准、评价指标、评价视角、评价依据和评价方式等问题；以各种评价主体为线索，分别论述了不同评价主体在课程评价实践中遇到的问题和应对的方案。通过最近几年的实践探索，同行评教团，双听制等应对方案保障了评课工作顺利推进，教师对此项工作的理解度和支持度不断提升，总体评课结论的可靠性相对较好；学院总体评价平均分数逐年提升，学生满意度较好。通过近几年积累的评价基础数据可以勾勒出学院整体的课程教学质量轮廓，为评课工作的进一步的深入改革提供了支撑。本文的研究与实践情况可供类似较大师生规模的土木类学院参考。

The evaluation of curriculum teaching quality is an important part of the quality assurance system of talents training in colleges and universities. However, the evaluation of curriculum quality always has difficulties such as diversification of evaluation criteria and low differentiation of evaluation results. At present, the in-depth development of engineering education professional certification has put forward higher requirements for curriculum teaching quality evaluation (referred to as course evaluation). The evaluation work needs to carry out the certification concept of output-oriented, student-centered and continuous improvement. The requirements of professional certification not only bring more challenges to the reasonable evaluation of curriculum teaching quality, but also provide a new way to solve the problem of quality evaluation. This study focuses on the evaluation of theoretical courses of civil engineering majors. Based on the concept of OBE, the evaluation subjects and objects, evaluation standards, evaluation indicators, evaluation perspectives, evaluation basis and evaluation methods are discussed. Taking various evaluation subjects as the clue, this paper discusses the problems encountered by different evaluation subjects in the course evaluation practice and the solutions. Through the practice and exploration in recent years, the solutions such as peer evaluation and the system of peer mutual listening guarantee the smooth progress of the course evaluation work, and the teachers' understanding and support of this work have been continuously improved; the reliability and consistency of the overall course evaluation conclusions are relatively good; the average score of the overall evaluation of the college increases year by year, and the students' satisfaction is good. The basic evaluation data accumulated in recent years can draw the outline of the overall curriculum teaching quality of the college, which provides support for the further in-depth reform of the curriculum evaluation work. The research and practice of this paper can be used as a reference for civil engineering colleges with a large scale of teachers and students.

重庆市高等教育教学改革研究项目(项目编号:203203)；重庆市高等教育教学改革研究项目(项目编号:192004); 重庆大学本科教育教学改革研究项目(项目编号:2022KC05)