高校教学督导员课堂教学评价的权威性:问题与对策  

The Authority of Classroom Teaching Evaluation Supervisor in University: Problems and Solutions

作　　者：徐美[1] 

机构地区：[1]鲁东大学教师教育学院,山东烟台264025

出　　处：《教育理论与实践（学科版）》2014年第1期6-8,共3页

基　　金：山东省高校人文社会科学研究项目<基于半岛经济发展需要的高校人才培养机制创新研究>(项目编号:J11WH04)的阶段性研究成果

摘　　要：教学督导员课堂教学评价的权威性是提高高校人才培养质量的重要保障。由于课堂教学评价的主观性、督导员自身学术水平和研究领域的局限性、督导对象的多样化以及参照标准的偏移等原因,导致高校教学督导员课堂教学评分存在明显差异,降低了教学督导员课堂教学评价的权威性。为提高课堂教学评分的信度和效度,体现教学督导的权威性,应当采取扩充教学督导员组成范围、加强督导员的筛选、扩大督导的工作范围、细化督导员的培训等措施。The authority of classroom teaching evaluation supervisor in university is an important safeguard to improve the quality of the professionals training colleges and universities. Because of the subjectivity of classroom teaching evaluation, the limitations of academic level and research field of supervisors themselves, the diversification of su- pervision objects and the offset of reference standard, there are significant differences in the classroom teaching super- visor ratings, which lowered the authority of classroom teaching evaluation of supervisor in university. To improve the reliability and validity of classroom teaching scoring and reflect the authority of teaching supervision in university, it is necessary to take such measures as expanding the range enlarging the scope of supervision and refining the training of teaching supervisors, screening carefully the supervisors, of supervisors.

关 键 词：高校教学督导员 课堂教学评价 教学督导权威性 

分 类 号：G642.0[文化科学—高等教育学]