教师和学生的课堂教学质量评价标准对比研究  

Comparative study on classroom teaching quality evaluation standard of teachers and students

作　　者：白冰[1] 朴杰[2] 杨立斌[3] 孙涛[4] 曹德品[4] 

机构地区：[1]哈尔滨医科大学公共卫生学院,150081 [2]哈尔滨医科大学教务处,150081 [3]哈尔滨医科大学医学教育研究所,150081 [4]哈尔滨医科大学医学教育管理教研室,150081

出　　处：《中华医学教育探索杂志》2016年第4期329-333,共5页Chinese Journal of Medical Education Research

摘　　要：目的从教师和学生两个视角研究课堂教学质量评价标准，并对二者评价标准的差异性进行分析比较。方法针对320名教师和560名学生发放课堂教学质量测评条目问卷．利用SPSS18．0对收集到的数据进行统计分析；并采用专家咨询法对分析结果进行归属度判定；最后请14位专家和20名学生对归属判定后得出的各维度重要性进行排序，运用专家评分法计算各维度权重。结果教师和学生选出的课堂教学质量评价指标均属于教学内容、教学方法、教学规范、教学组织和学生学习情况这五个维度；教师认为课堂教学质量评价指标主要有23个，学生认为有24个。其中相同的评价指标13个；且教师和学生选出的五个维度权重不同。结论通过教师和学生的课堂教学质量评价标准对比分析可见，教师和学生由于对课堂教学质量的评价视角不同。所以二者的评价标准存在较大差异。因此，建议课堂教学质量评价应针对评价主体的不同，而采取不同的评价指标体系。Objective To study classroom teaching quality evaluation standards from two perspectives of teachers and students, and comparatively study difference of evaluation standards for teachers and students. Methods Questionnaire survey method is adopted. Classroom teaching quality evaluation entry questionnaire is distributed to 320 teachers and 560 students. SPSS 18.0 software is utilized for statistical analysis on the collected data. Expert consultation method is applied to determine membership degree on the analysis results. Finally, 14 experts and 20 students are invited to sequence the importance of each dimension obtained after membership determination. Expert evaluation method is used for calculating the weight of each dimension thereof. Results Generally, the results show that all the teaching quality evaluation standards which have been selected by teachers and students can be assorted into 5 dimensionalities, namely teaching content, teaching method, teaching norm, teaching organization and students＇ learning condition. Particularly, teachers maintain that 23 indicators can be chosen to assess the classroom teaching quality while students think that 24 items are qualified for evaluating the room teaching quality, and they reach a consensus in 13 items. Besides, there is a big difference in their weight of the 5 dimensionalities.Conclusions By comparing and analyzing the choices and opinions about the classroom teaching quality evaluation standard between teachers and students, we learn that the two relative groups＇ assessments and comments are far different mainly attributing to their different evaluation perspectives on classroom teaching quality. Therefore, we advise different evaluation indicator systems should be adopted respectively for eval- uation subjects in classroom teaching quality evaluation.

关 键 词：课堂教学质量 评价标准 专家咨询法 权重 

分 类 号：R-05[医药卫生]