Comparative study on classroom teaching quality evaluation standard of teachers and students
10.3760/cma.j.issn.2095-1485.2016.04.002
- VernacularTitle:教师和学生的课堂教学质量评价标准对比研究
- Author:
Bing BAI
;
Jie PIAO
;
Libin YANG
;
Tao SUN
;
Depin CAO
- Publication Type:Journal Article
- Keywords:
Classroom teaching quality;
Evaluation standards;
Expert consultant method;
Weight
- From:
Chinese Journal of Medical Education Research
2016;15(4):329-333
- CountryChina
- Language:Chinese
-
Abstract:
Objective To study classroom teaching quality evaluation standards from two perspectives of teachers and students,and comparatively study difference of evaluation standards for teachers and students.Methods Questionnaire survey method is adopted.Classroom teaching quality evaluation entry questionnaire is distributed to 320 teachers and 560 students.SPSS 18.0 software is utilized for statistical analysis on the collected data.Expert consultation method is applied to determine membership degree on the analysis results.Finally,14 experts and 20 students are invited to sequence the importance of each dimension obtained after membership determination.Expert evaluation method is used for calculating the weight of each dimension thereof.Results Generally,the results show that all the teaching quality evaluation standards which have been selected by teachers and students can be assorted into 5 dimensionalities,namely teaching content,teaching method,teaching norm,teaching organization and students' learning condition.Particularly,teachers maintain that 23 indicators can be chosen to assess the classroom teaching quality while students think that 24 items are qualified for evaluating the room teaching quality,and they reach a consensus in 13 items.Besides,there is a big difference in their weight of the 5 dimensionalities.Conclusions By comparing and analyzing the choices and opinions about the classroom teaching quality evaluation standard between teachers and students,we learn that the two relative groups' assessments and comments are far different mainly attributing to their different evaluation perspectives on classroom teaching quality.Therefore,we advise different evaluation indicator systems should be adopted respectively for evaluation subjects in classroom teaching quality evaluation.
