高校教师教学效果的多因素模型的验证性分析

通过贵州省文科、理科和农科专业的二、三、四年级大学生填写的《大学生评价教师教学效果问卷》（学生用），即SEEQ问卷，运用协方差结构模型验证了贵州地区大学生评价教师教学效果的七、九因素模型的适合性。结果表明：1．Marsh的一阶九因素结构比较稳定；2．七因素完整模型也比较稳定，比九因素结构模型更好；3．教学热情／组织、群体互动、人际和谐、知识宽度、考试／作业与阅读材料这五个维度影响学习／价值感；4．项目T1（教师讲课能在智力上激发学生，富有启发和激励性）可归为教学热情／组织性这个维度。

The Confirmatory Analysis of the Multi-Factor Models Employed in Universities of Teaching Effects

This is a confirmatory analysis of the suitability of the seven - factor and nine - factor models, which the college students in Guizhou Province used to evaluate teaching effects. The sophomores, juniors and seniors majoring in arts, science or agriculture were the respondents of the SEEQ question naire. The results of the covariance structure model are as follows： 1. Marshs＇single order nine - factor structure is relatively stable ; 2. The complete seven - factor model is comparatively stable and better than the nine - factor modal; 3. The students＂ learning effects and sense value are influenced by the five di- mensions of teaching enthusiasm/organization, group interaction; interpersonal harmony, broadness of knowledge and examination/homework and reading materials; 4. Project TI （concerning whether the teachers＇lecture can stimulate the students＇intelligence development with inspiration and illumination）can fall into dimension of teaching enthusiasm/organization effectiveness.