北京中医药大学学生评教影响因素的实证研究

【作者】 穆燕；

【导师】 乔旺忠；

【作者基本信息】 北京中医药大学 ， 社会医学与卫生事业管理， 2013， 硕士

【摘要】 随着高等教育扩招政策的推行,高等教育开始从精英教育转向大众化教育。在教育规模急剧扩张的同时,导致高校出现了生源质量下滑、师资力量缺乏、就业压力加剧等一系列问题,对高校的教学质量造成冲击,如何保障教学质量成为社会关注的焦点。教学评价是提高教学质量的有效手段,作为高校教学管理的一个重要部分,对教学质量保障的积极作用已经被普遍认可。学生作为教学活动的主体,全程参与教师的课堂教学活动,对教学质量具有发言权。学生评教的作用对于管理部门来讲,可以约束和规范教师行为,确保学校教学质量；对于教师,可以帮助教师收集来自于教学对象的良性反馈,促进自身的发展；通过学生参与对教师的评价,充分体现以学生为本的管理理念,发挥学生的优势和主观能动性,使他们从教学的被动参与到成为教学活动的主体,调动他们的学习积极性。国内绝大多数高校已经将学生评教纳入了教学质量监控体系,成为高等学校教学质量保障的重要制度。但同时,学生评价会受到学生自身认知、知识水平、教师特征、课程特征的影响,导致评价结果出现偏差,影响学生评教的有效性。本研究旨在通过对学生评教原始数据的实证分析,分别从学生、教师、课程等方面筛选出影响学生评教结果的背景因素,分析诸因素的影响作用及原因,并就如何改进学生评教工作,减少这些因素对评价结果的影响提出对策,力求对实际工作具有参考价值和借鉴意义。本研究主要采用文献研究、数据挖掘技术等方法对北京中医药大学课堂教学学生评教的影响因素进行实证分析。研究发现,对于学生评教具有影响作用的背景因素有：学生专业、学生院系、开课院系、教师院系、学分、评价课程类别、学年学期、专业技术职务、入学年份及学生性别。根据研究结果,对今后学生评教工作提出了有针对性的建议：学校应关注学生认知态度,引导学生积极参与评教；完善指标体系,调整学生评教形式；合理控制相关因素的影响,恰当处理评教结果,着力提高学生评教的有效性,确保对教师评价的公正性,真正发挥学生评教的作用。更多还原

【Abstract】 Along with the implementation of enrollment expansion policy tor higher education, the higher education began to shift from elite education to popular education. While the educational scale rapidly expand, it directly cause a series of issues, such as the decline of students source quality, lack of faculty, increasing employment pressure and so on, which impact on the teaching quality in colleges and universities. How to guarantee the quality of teaching became the focus of social attention.Teaching quality assessments are the effective means of improving the teaching quality. As an important part of teaching management in colleges and universities, it has been accepted generally by the universities that the teaching quality assessments showed positive effect on teaching quality assurance. As a main part of teaching, the students participate entire progress of classroom activities of teachers; they have the unique right to speak the teaching quality. Many domestic colleges and universities have already incorporated the students’ evaluation of teaching into the teaching quality monitoring system, and it has become the import rules and regulations of teaching quality guarantee system in colleges and universities. However, because of the cognitive characteristics, level of knowledge of the students, the teachers’characteristics, the results of the students teaching evaluation will appear deviations, which will affect the reliability and validity of student teaching evaluation.This study aims at improving the work of students teaching assessment and seeking the actual reference value and significance to the work through an empirical analysis of the original data; filter out background factors that influence students evaluation of teaching from the factors of students, teachers; analyze the impact factors and causes, and on how to improve the students’ evaluation of teaching work, reduce the impact of these factors on the result of evaluation approaches and put forward relative counter measures.This study analyzed the influence factors of class teaching students’ evaluation of Beijing Chinese Medicine University by using the method of literature research, data mining techniques questionnaire survey, statistical analysis and so on. Through the research, we found the background factors that influence students’teaching evaluation include:speciality, students’faculty, department of the class, courses for faculty, teachers’faculty, credit, class classification, school years and terms, teachers’position, enrollment year and gender of the students etc. In students cognitive attitude aspects, our university’s students show highly cooperation to participate the teaching assessment activities, and can seriously evaluate; our students recognized highly on their evaluation capacity and the way of teaching assessment. It shows the evaluation is rarely induced by teachers, and the network evaluation is most convenient and most suitable way of evaluation; the students recognized degrees for existing of evaluation indicators of rationality is low; the recognized degrees for teaching assessment results that reflect teaching level is low.Based on the findings of this study, we made recommendations for the students’ evaluation of teaching work in the future. Our university should focus on the student’s attitudes, and actively guide students participation in evaluation of teaching; perfect the indicator system, conduct diversified students teaching evaluation; take relevant factors into account, properly handle the result of teaching evaluation and enhance the effectiveness of student teaching evaluation, to ensure the impartiality of the teacher evaluation, bring the real functions of students’ teaching evaluation into play.更多还原