教师背景特征对学评教结果影响的研究

本文以河北某高校为对象,对该校连续五年的学评教结果进行系统统计分析,针对学生评教中教师的背景特征对评价结果的影响进行实证研究,力求找出困扰高校学评教结果的主要影响因素,完善学生评价的理论,为高校客观、合理地运用学评教结果提供理论依据。     

高校学生评教有效性分析与策略研究

有效的学生评教结果才能真正促进教师教学质量提高,本文对塔里木大学学生评教进行调查,经分析得出影响学生评教有效性的主要因素有学生对评教的态度、课程性质、教师个人特征等方面,并提出提高学生评教有效性的建议。     

高校学生评教有效性的实证研究

采用实证研究的方法,对高校本科生评教的客观因素：教师性别、教师职称、课程类型、学生人数进行相关分析,研究结果表明：这些因素均对高校学生评教结果无显著影响,高校学生评教是客观可信的。     

基于高职学生评教认知情况调查的数据分析

学生评教是教师教学质量监控与评价体系中的重要组成部分,随着评价工作的开展和结果广泛运用,学生评教是否客观公正仍被质疑。本文通过对高职院校学生评教合理性的调查研究,深入了解学生对评教的认知情况、参与评教的态度和实际做法以及对学生评教体系的满意度、意见,分析学生评教在实际运行中的效度、各类影响因素及影响程度,并提出相关建议,作为完善学生评教体系的依据。     

高职院校学生评教影响因素探析

高职院校学生评教是教学质量监控的重要组成部分。本研究选取广东科学技术职业学院学生为研究对象,对该校学生评价教师的影响因素进行深入分析,发现影响学生评价教师的主要影响因素有学生自然条件、学生评价态度、教师与课程因素、学生个性特征与师生关系因素、评教结果使用与课堂管理因素、教师抵触因素。     

独立学院学生评教研究的现状与未来方向

学界已有关于学生评教的研究主要针对评教主体、评教工具、评教制度以及评教结果提出质疑,并从数据统计、比较借鉴等方面来提出对策建议,但这些研究大多关注学生评教表面存在的问题,就学生评教而言评教,对教师的实际情况考查不足。从结构的视角切入是独立学院学生评教研究的一个重要视角,以个案研究的方式对独立学院教师进行深度访谈,分析独立学院教师生存现状的社会结构因素,将是未来相关研究可以拓展的一个方向。     

高校学生评教结果有效性分析方法研究——Z高校背景因素方差分析案例

学生评教作为一种课堂教学质量评价模式,能够实现课堂教学全过程覆盖、学生全员参与。支持派和质疑派对学生评教结果有效性始终存在较大争议,焦点就在于学生评教结果是否会受到背景因素的影响。为应对各方主体对学生评教结果有效性的质疑,以Z高校为例,将教师、课程、学生三方面18类背景因素作为自变量,从方法论角度入手,通过分析显著性概率、效应量、方差解释率和统计检验力,尝试建立一套较为系统的单因素方差分析方法体系,为学生评教结果有效性论证提供路径。     

高校学生网上评教影响因素的实证研究

研究发现,学生网上评教各项指标因素中,教学效果与总体评价这两项因素对学生网上评教总平均分的影响最大,而教学方法和教学内容因素影响较小;不同评教方式、学生年级和课程类别对评教结果有显著影响。笔者在对以上研究结果进行分析的基础上提出了相关的启示和建议。     

教师学历、课堂规模、课程性质与学生评教成绩的实证分析

学生评教会受到许多主客观因素的影响,影响因素的复杂性、不确定性制约了评教结果的有效利用。从教师学历变化、进修状态、课堂评教人数和课程性质等因素入手,探讨其与学生评教成绩的关联,可以得出的结论是:评教结果基本反应教师的主观因素,客观因素存在未使评教成绩明显扭曲,其中教师进修状态对评教成绩影响最大,所以学校应有计划、分阶段对教师进修、攻读学位进行安排。     

课堂教学质量评估影响因素调查分析

大学生评估教师课堂教学质量影响因素调查问卷表明:学生评教会受到多种因素不同程度的影响,其中最重要的是教师的教学能力、教师道德、教师行为表现,而评教时机、量表设计质量和教师个人特征的影响程度较小;不同年级、性别的学生之间受13个小因素的影响方面均无显著差异,而文理科学生在评教的认识、对课程的认识和评教心理偏差三个因素存在显著差异,表现为文科学生的认识要普遍高于理科学生.     

基于CDIO模式的“.NET程序设计”教学改革研究

针对高职".NET程序设计"课程的培养目标和教学现状,将CDIO国际化工程教育培养模式融入课程的整个教学过程中,通过"做中学"和"项目驱动"等方法,不仅提高了学生的学习积极性,而且还极大地提高了他们的软件开发能力和团队协作能力,取得了良好的教学效果。该模式的成功应用也对其他相关课程的教学改革具有较好的示范作用。     

Determinants of teaching quality: What's important to students?

A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.     

How reliable are students’ evaluations of teaching quality? A variance components approach

The inter-rater reliability of university students’ evaluations of teaching quality was examined with cross-classified multilevel models. Students (N = 480) evaluated lectures and seminars over three years with a standardised evaluation questionnaire, yielding 4224 data points. The total variance of these student evaluations was separated into the variance components of courses, teachers, students and the student/teacher interaction. The substantial variance components of teachers and courses suggest reliability. However, a similar proportion of variance was due to students, and the interaction of students and teachers was the strongest source of variance. Students’ individual perceptions of teaching and the fit of these perceptions with the particular teacher greatly influence their evaluations. This casts some doubt on the validity of student evaluations as indicators of teaching quality and suggests that aggregated evaluation scores should be used with caution.     

动态教学中教师主导作用与学生主体地位结合的路径探索

动态教学提供了一种将教师主导作用与学生主体地位在教学过程中具体结合的路径:设计了系统的教学信息反馈机制,有机协调"教"与"学",教师引导学生"动"起来,并根据学生情况及其对教学内容的理解程度即时调整教学切入点、教学内容、教学进度、教学方式等。学生深度参与教学过程,教师由新手成长为熟手,形成教学相长良性动态循环机制。     

教师教学行为的现状分析与变革路径——以研究性学习指导教师为例

教师的教学行为对课程实施效果和课堂教学质量起着至为关键的作用。调查表明,研究性学习指导教师的教学行为呈现出多元和复杂的特征。多数教师认同新课程倡导的教学方式和学习方式,但在实践中要践行这种理念会遭遇很多困境,教师教学行为与课程改革的要求有一定的差距。变革教师教学行为的有效路径和策略包括引导教师从学生发展的角度认识教育的价值,提升教师变革动力;建构具有共同的价值观和教育理想的学校文化;重建合作开放的教师专业文化;构建基于人格和谐发展的课程评价体系;建立动态互惠的院校合作伙伴关系;以教师专业发展理论为指导改进教师培训模式,提升教师的课程实施能力等。     

小学教师惩罚行为与自身变量的关系

为减少教师惩罚行为对学生的负面影响,需要研究教师自身变量与惩罚行为的关系,以便有针对性地提高教师的职业素养。研究选取了26名小学教师,采用问卷调查的方式,考察自身变量与不同类型惩罚行为的关系。结果如下：统计学变量、归因对惩罚行为无显著影响,教育观念、师生互动模式、心理特质和人格特点有显著影响。     

Statistical knowledge and the over-interpretation of student evaluations of teaching

Research shows that teachers interpret small differences in student evaluations of teaching as meaningful even when available statistical information indicates that the differences are not reliable. The current research explored the effect of statistical training on college teachers’ tendency to over-interpret student evaluation differences. A sample of 225 English, mathematics and psychology teachers evaluated statistical reports of student evaluation data corresponding to a fictional teacher’s courses. Teachers from the three disciplines varied significantly in their statistics training, but there were no differences in their tendency to rate small, non-significant differences in student evaluations as indicative of the need to make improvements in a course. These results illustrate that statistical knowledge alone does not prevent the over-interpretation of student evaluation means.     

The Digital Divide in Classrooms: Teacher Technology Comfort and Evaluations

A disconnect exists between students’ comfort with using technology for learning and teachers’ comfort in using technology for teaching. Students report the desire for more engaging technology-based assignments. Teachers cite multiple reasons for their hesitancy to use technology in their teaching. The current study investigates whether this disconnect has implications for students’ evaluations of their teachers. Using data from 101 high school students, researchers found that students’ perceptions of their teachers’ comfort with technology impacts their evaluations only when student affect for technology is high. Implications for how this might impact teacher evaluations and directions for future research are discussed.     

The same yet different? Teaching quality differs across a teacher’s classes,but teachers with higher knowledge make teaching quality more similar

Teachers usually teach different classes. We examined the extent to which teaching quality varied across a teacher’s classes and the extent to which it was influenced by a teacher’s knowledge. We applied three-level models (levels: student, class, and teacher) to our data on 210 beginning teachers. Students from up to five classes per teacher rated the teaching quality with regard to cognitive activation, student support, classroom disturbances, and monitoring. We found that teaching quality varied substantially across a teacher’s classes. Furthermore, teachers with higher pedagogical/psychological knowledge exhibited higher teaching quality and, to some extent, lower variability in teaching quality across their classes. Thus, teachers’ pedagogical/psychological knowledge seems to be important for achieving high average teaching quality and for adopting to different classroom contexts. As a substantial proportion of the variance across a teacher’s classes cannot be explained by teachers’ knowledge, we discuss the need for research on other influencing factors.     

翻译专业课程设置中开设汉文化课的需求分析

运用哈钦森和沃特斯的需求理论,以10家翻译公司和广州大学外国语学院翻译系四届翻译专业学生为调查对象,采用统计、分类、调查问卷和数据分析的研究方式,对翻译专业课程设置中开设汉文化课程的社会需求和学习需求进行分析。研究结果表明,在翻译专业课程设置中开设汉文化课的社会需求度和学习需求度很大,因此汉文化课程应该明确纳入翻译课程设置体系,同时该课程的教学方式、教学内容、教材选择和教师背景都是合理设置翻译课程体系时必须考虑的因素。