对教师课堂教学质量评价的对比性研究  

Comparative study of classroom teaching quality evaluation

作　　者：李洪栋[1] 景学安[1] 明晓云[1] 

机构地区：[1]泰山医学院,山东泰安271000

出　　处：《中国高等医学教育》2005年第3期16-17,73,共3页China Higher Medical Education

摘　　要：本文通过T检验、相关分析和分半检验法对不同学历层次和不同参评人数对教师课堂教学质量评价结果的一致性和可信性做了初步探讨。结果:①专科学生评价成绩高于本科学生评价成绩,两个层次学生评价成绩相关分析呈中度正相关,差异有统计学意义(P<0.01)。②参评学生人数少的评价成绩高于参评人数多的评价成绩,两组学生评价成绩相关分析呈中度正相关,差异有统计学意义(P<0.001)。③经用斯皮尔曼—布郎(Spearman-Brown)公式校正的整体信度系数为0.941,说明学生评价结果具有可信性。结论:①对教师的课堂教学评价应着重在本科学生中实施;不同层次的学生评价结果一般无可比性。②对教师的课堂教学评价,学生的参与应有一定的广泛性,具有一定的样本含量,才能保证评价的客观性、公正性和准确性。Though T-Test, correlation analysis, and half-testing method, this paper makes a tentative probe into the congruity and credibility of the results of classroom teaching quality evaluation from different students and students with different academic background. Detailed analysis of the data has yielded the findings as follows: 1) The evaluation result of the associates is higher than that of the undergraduates, the evaluation results of the students at two different levels show a moderate positive correlation and the difference is statistically significant(<0.01) 2) The evaluation result of more student participants is lower than that of fewer student participants. 3) The integral credibility quotiety proofread by Spearman-Brown has indicated that the students' evaluation result is credible. Conclusion: 1) Teachers' classroom teaching evaluation should be made emphatically among postgraduates and the evaluation result of students at different levels in most cases is not comparable. 2) Students' participance in teachers' classroom evaluation should be wide - ranging and with a certain amount of samples so as to ensure that the evaluation is objective, fair and accurate.

关 键 词：学生 教学质量评价 对比性研究 

分 类 号：G642.1[文化科学—高等教育学]