| Nowadays, education of the "two-course" (i.e. The course of Marxist theory and the course of moral education) in university is facing very complex and difficult situation. The "two-course" is difficult to teach in many universities make teaching of the "two-course" fall in a dilemma, which leads to the "two-course" not acting as main channel and battlefield in the education of political thought. What result in this situation? What factors affect the teaching of the "two -course"? And what can we do to solve it? I believe that the key way to solve the problem is, first of all, to evaluate what we have done. And then, it is possible for us to understand problem and find a good way. This must be based on understanding students' recognition and valuation to the "two-course" teaching. Therefore, in order to learn the basic situation of the "two-course" teaching, especially to learn the students' recognition and valuation of the "two-course", this paper surveyed 1200 students in different sex, grade and major, who were selected by stratified sample method in Wuhan University. This survey included such problems as necessity of establishing the "two -course", effect of the "two courses" teaching, interest of teachers and students to the "two-course" and teaching method reform of the "two-course", etc.I analyze statistically all data from the survey by SPSS 11.0. All results of descriptive statistics show comprehensively that the cognition and valuation of the "two-course" teaching by undergraduate students as follows:First, the surveyed students think that it is necessary for university to open the "two-course". The join between the "two-course" in university and relative education in high school is good. And the "Two-course" are helpful for students to form and develop their political thought and idea. However, there are some different ideas about whether it is a good way to teach political thought in classroom.Second, these students think that main problems of "two-course" are teaching method and contents. Teaching method is the key problem of "two -course" teaching. They believe that it will increase the effect of the "two -course" teaching to enhance the reform of teaching method.Third, it also shows that main influence factors of interest of undergraduate students in "two-course" are teaching contents, teaching forms and teachers. In addition, they argue that the necessary degree of establishing the "two-course" is different for different sub-courses of the "two-course".Fourth, these students think that "Two-course" teachers are familiar to contents they teach, prepare their class carefully and feel satisfied with their life. Students think, however, the career future of the "two -course" teacher is just so so. At the same time, they think that "two- course" teachers have little prestige among students and the relationship between teacher and student is ordinary. They hope "two -course" teachers could improve their teaching level, keep close contract with students and care students' growth.This paper analyzes some reasons of the cognition and valuation of the "two-course" teaching by undergraduate students:Firstly, students don't realize enough and clearly the nature, position and function of the "two-course" in their education.Secondly, some teaching contents are not developed and renewed timely.Thirdly, it's not enough for teachers to contact and communication with students in spare time.Fourthly, teaching method can not meet the demand of the courses and the students.Fifthly, the exam form does not comply with the requirement and character of the "two-course".This paper points out some proposals on the base of objective analysis of cognition and valuation of the "two-course" in order that the "two-course" education and teaching can be developed in a new era:First, students' recognition about the importance of the "two-course" must be enhanced.Second, we must research the basic character of the "two- course" further.Third, it is necessary to concern the present character of time and st...
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