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机构地区:[1]伊犁师范学院教育科学系,新疆伊宁835000 [2]东北师范大学教育学部,吉林长春130024
出 处:《陕西学前师范学院学报》2015年第5期95-98,共4页Journal of Shaanxi Xueqian Normal University
基 金:伊犁师范学院教育教学改革招标项目(JG201201-1)
摘 要:选取某高校300名本科生对来自学生、教师和课程的评教偏误进行调查研究,发现:(1)来自学生因素的评教偏误相对更高;(2)本科三年级学生的评价偏误相对更高,学业成绩排名和课堂学习兴趣不影响学生三类评教偏误;(3)来自学生因素的评教偏误应关注对教师的预期、怕得罪老师心理、听懂与否引起的偏误;来自教师因素的评教偏误应关注因情感的高评、作业高分的高评和教龄长的高评偏误、要求严厉的低评偏误等;来自课程因素的评教偏误应关注对感兴趣课的高评、热门课的高评、必修课和专业课的高评偏误等。建议完善评教的各环节,提升学生评教的标准化水平,更重视反馈和形成性评价,开展代表课程评教和基于专业与课程类型差异的差别化、个性化评教。The paper takes xxx Normal University as an example, which selected 300 students as sam- ples to carry out the questionnaire surrey. Finding the questions appear in the evaluating teaching activities by analyzing the Survey data. (1) Evaluation of teaching bias is higher from the factors of students than other factors; (2) Evaluation of teaching bias is higher from junior student than other students, Academic Ranking and learning interest do not affect the students of three class teaching evaluation bias; (3) the fac- tors of students evaluation of teaching should focus on errors of teachers" expectation, being afraid of offen- ding the teacher, understanding the psychological bias which may cause evaluation of teaching bias ; The factors of teachers teaching evaluation bias should focus on emotion, the score of homework and length of teaching which may cause evaluation of teaching bias; the curriculum factors of teaching evaluation bias should pay attention to interest, compulsory courses and specialized courses which may cause evaluation of teaching bias. Therefore, to improve teaching evaluation index system, to enhance studentg evaluation of the level of standardization of teaching , to pay attention to feedback and formative evaluation, to imple- ment representative curriculum evaluation and differentiated assessment are important measures to improve the effectiveness of teaching evaluation.
分 类 号:G642.0[文化科学—高等教育学]
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