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学生评教结果是评估当前高校教师教学情况的主要依据,是学校制定系列奖罚措施的主要来源,学生评教结果失真从表象上看是学生评教能力不足、主观偏好影响了评教的客观性,根源是学校对评教结果的错用引发师生博弈、教师妥协与迎合的结果.破解评教失真,使评教回归本位与初心,首先要善用评教结果,在此基础上完善评教体系. 相似文献
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学生评价教学工作的实践探索 总被引:1,自引:0,他引:1
学生是学校教育教学的对象,是学习活动的主体。他们应该也必须参与学校的教学质量管理。如何使学生参与教学质量管理,以何种方式参与,参与到什么程度,学生对教学工作的意见、尤其是对教师教学的评价意见怎样反馈以及评价结果如何使用等问题是高校质量管理的难点。在这方面,齐齐哈尔大学进行了一些实践探索,获取了一些有益的经验和启示。 相似文献
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(接上期) 学生参与评价 问题三:您认为在评价教师的教学时,有必要听取学生的意见吗?请说出理由。 几乎所有的被调查者都认为,评价教师的教学有必要听取学生的意见。陈述的理由主要有:(1)了解学生的心理感受,保证可接受性原则的贯彻。(2)教学相长。(3)学生是学习的主体,教学要立足于学生的发展。(4)通过反馈了解学生的满意度。(5)学生是课堂学习的主人,也应是评价教学的主体。从学生爽直的话语中,任课教师可以了解到学生是怎样学的、愿意怎样学及学习效果等方面的信息。 由此看出,素质教育的理念己深入人心。但是… 相似文献
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新形势下,本科教学评价应以培养社会主义建设者和接班人为指导思想,建立与育人理念统一的教学评价模式。在学生为中心的理念指导下,本科教学评价应从“评教”向“评学”转变,以多元化评教模式为着眼点,进一步完善学生评教机制,并把思想政治教育纳入教学评价指标体系,推动文化育人、全员育人、全方位育人工作的开展。 相似文献
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高校学生评价教师教学质量的维度结构研究 总被引:4,自引:0,他引:4
教师教学质量评价对促进教学质量提高和高等教育改革发展具有重要意义。本研究通过问卷调查和因素分析等技术探讨学生评价教师教学质量的维度构成。研究结果得出普通高校学生评价教师教学质量的主要六个维度 :教学价值、教学风格、教学组织、积极个性、教学热情和学识水平 ,并从中得到提高教师教学技能、加强教师个性培养及完善科学的评价方式的启示 相似文献
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《高教发展与评估》2017,(5)
加州大学欧文分校高度重视本科生教育,始终坚持以创建卓越本科生教育为目标,以丰富和支持学生的学业体验为核心使命,其高质量的本科教学与完善的本科教学评价机制受到了社会的广泛关注。经过多年的持续努力,加州大学欧文分校制定了实现学生的差异化成长、提高学生的社会适应能力和发展学生的科研与创建精神的本科教育目标,致力于从学生评教和教师评学两个层面,并灵活运用各种策略开展教学评价以获得更加科学完善的评价结果。由此,加州大学欧文分校的本科生教学评价具有极高的学习与借鉴价值,包括树立教学评价的意识、发挥教师在评价工作中的主导作用、创建科学的评价体系和完备的配套措施,以及形成高效的评价工作管理机制。 相似文献
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档案袋评价在中学英语教学中的应用 总被引:1,自引:0,他引:1
黄俊丽 《厦门教育学院学报》2007,9(1):62-64
学生档案袋评价方法作为质性评价方法之一,是在西方"评定改革运动"中产生的,并于1990年左右在美国应用于教学实践中.在我国基础教育课程改革和学生主体性日益受重视的背景下,学生档案袋评价方法以促进教师和学生的反思、密切学校与家庭的联系、发挥学生的主体性和体现学生的个性等优势引起我国教育界的广泛关注.本文就学生档案袋评价方法在我国中学英语教学中的如何运用以及更有效地运用,在现实的实施中存在的问题及其原因分析等问题尝试性地进行阐述,以期对我国的中学英语教学有一定的借鉴意义. 相似文献
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Harvey J. Brightman 《Decision Sciences Journal of Innovative Education》2005,3(2):191-203
For teaching to improve, three factors must be in place. First, the college must use a valid and reliable student evaluation instrument in combination with other feedback mechanisms. Second, there must be an accompanying norming report that provides comparative and diagnostic information to departmental chairs and teachers. Raw data from even a valid and reliable instrument may not be informative. Third, the college must have a mentoring process in place. This article discusses briefly each of the three elements to initiate and sustain a successful mentoring program to improve teaching and student learning. Of course, if the school does not reward improved or effective teaching it is not likely to occur. 相似文献
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Journal of Science Teacher Education - 相似文献
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Effective processes, practices, and infrastructure are essential components of successful online teaching and learning efforts;
and they lead to a sense of faculty ownership of online teaching as well as enhanced support from an institution’s administration.
The institution’s recognition of faculty members’ efforts to teach online in relation to the traditional concepts of scholarship,
tenure, and promotion is an important motivational factor for sustaining effectiveness in the online learning environment.
This study examined institutional efforts to alleviate or overcome challenges faced by faculty members in creating and teaching
online courses, and we investigated faculty members’ perceptions regarding these institutional efforts. 相似文献
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中青年教师是高校的主要力量,他们分布在教学、科研及管理岗位上,发挥着不可忽视的作用,在师资队伍建设中至关重要。本文就如何优化我校中青年教师群体结构提出了相关的做法和个人的思考。 相似文献
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师资队伍建设直接关系到学校的稳步发展。我校围绕创建综合性大学的宏伟目标,进行了师资队伍整体建设,特别是在造就中青年优秀人才方面采取了选留、引进、使用、培养和提高等措施,取得了显著的成绩。 相似文献
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Christopher M. Moran Alfredo Menendez 《Community College Journal of Research & Practice》2013,37(8):645-646
Community colleges often are catalysts for economic and workforce development in localities with high unemployment or large numbers of dislocated workers. Increasingly, dislocated workers—individuals who have experienced job loss due to occupational closings, reduced workforces, or severe local economic downturns—are enrolling in educational and retraining opportunities, career counseling, and other supports offered by their local community college in partnership with federal and state assistance programs. Although benchmarks for two-year college success include providing institutional supports to address students’ academic, social, and personal adjustment needs, little research exists to help guide effective practices aimed at supporting dislocated workers’ two-year college adjustment, retention, and success. To help fill this gap, this study collected data describing 117 dislocated-worker students’ academic, social, personal-emotional, and institutional adjustment. Next we compared dislocated worker adjustment factors with those of 143 nondislocated worker students. Contrary to our expectations, the dislocated workers in our study actually reported better academic adjustment and better academic performance than other students. Also contrary to our expectations, we found no differences in adjustment needs between the two different groups on the basis of social support, goal-directedness, or barriers to employment success. We discuss implications for practice arising from our unexpected findings and present limitations of the study and directions for future research. 相似文献
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John L. Romano Rae Hoesing Kathleen O'Donovan Joyce Weinsheimer 《Innovative Higher Education》2004,29(1):21-48
While the number of mid-career faculty currently in U.S. higher education is significant, professional development programming that addresses the teaching and learning issues of this population has not been a priority. This article describes the Mid-Career Teaching Program (MCTP) and presents data that assesses its impact on participants' professional and personal lives. Survey and interview results indicate positive changes in teaching behaviors and knowledge as well as an increase in teaching satisfaction and confidence. Faculty also reported that MCTP renewed their energy and enthusiasm and positively impacted their life outside of the academy. 相似文献