教学行为与学生满意度的关系研究——以某“985工程”高校本科课程为例  

An Empirical Research on the Relationship between Teaching Behaviors and Student Satisfaction with Teaching: A Case Study of the Undergraduate Courses in a Top University in China

作　　者：邢磊[1] 邓明茜[1] 高捷[1] 

机构地区：[1]上海交通大学教学发展中心,上海200240

出　　处：《复旦教育论坛》2017年第2期66-71,共6页Fudan Education Forum

摘　　要：以国内某"985工程"高校近5000名学生的问卷调查数据为基础,使用因子分析和计量回归分析的方法探讨教学行为与学生对教学的满意度之间的关系。研究发现:教学行为可以提炼成"组织和传授教学内容""激发学生主动学习"和"提供个别化交流反馈"等3个维度的因素;并且这3个因素对"学生对教师整体满意度"及"学生对课程整体满意度"都有显著的影响;尤其是"组织和传授教学内容"因素是其中最关键的因素,值得在教学改进中重点关注。Based on nearly 5000 students＇ questionnaires in a top university in China, this study explores therelationship between teaching behaviors and student satisfaction with teaching through factor analysis andregression analysis. Based on the study, teaching behaviors could be categorized into three key factors： organizingand delivering teaching content, adopting active learning strategies, and providing individualized communicationand feedback. All of the three factors have a significant effect on students＇ overall satisfaction with the teacher andstudentsp overall satisfaction with the course. The most important factor lies in organizing and delivering teachingcontent, which deserves special focus in teaching improvement.

关 键 词：教学行为 学生评教 整体满意度 

分 类 号：G642[文化科学—高等教育学]