Within the framework of the Grand Civic and Political Perspective, this study devises an artificial – intelligence – based project – oriented teaching model for physical education courses in vocational colleges and universities. Moreover, the CIPP model is employed to establish an evaluation system for the project – based teaching of Civic and Physical Education Courses in these institutions. This evaluation system consists of 4 primary – level indicators, 9 secondary – level indicators, and 25 tertiary – level indicators.In conjunction with the Analytic Hierarchy Process (AHP), weights are assigned to each level of indicators in the evaluation system, followed by a quantitative analysis. Subsequently, the fuzzy Topsis evaluation measurement method is utilized to assess the performance of individual indicators. The findings indicate that among the primary – level indicators, background evaluation and process evaluation carry relatively higher weights, while input evaluation and result evaluation have lower weights. Specifically, the weight values are 0.4792, 0.2140, 0.1783, and 0.1285 respectively.From the perspective of the Grand Scholarship, when vocational colleges and universities implement programmed physical education teaching, they should place emphasis on students’ learning needs and the school’s physical – education – related environmental foundation. This focus is crucial for substantially improving students’ learning achievements.The methodology presented in this paper offers a more scientific and detailed comprehensive assessment of the physical education teaching capabilities of vocational colleges and universities.
