高校基础课程教学质量评价模型的实证研究  

Empirical Study of Teaching Evaluation on Fundamental Undergraduate Courses

作　　者：张琳[1] 魏翼飞[1] 闫浩[1] 王铁军[1] 李鹤[1] ZHANG Lin WEI Yi-fei YAN Hao WANG Tie-jun LI He(School of Sciences, Beijing University of Posts and Telecommunications, Beijing 100876, China)

机构地区：[1]北京邮电大学理学院,北京100876

出　　处：《北京邮电大学学报（社会科学版）》2017年第2期103-110,共8页Journal of Beijing University of Posts and Telecommunications(Social Sciences Edition)

基　　金：北京高等学校教育教学改革项目(2015-ms041)

摘　　要：基础课教学评价是提升教学质量的重要手段,评价指标的主次地位、不同指标的评价差异是分析评价结果的关键问题。基于北京邮电大学历年基础课程的"网上评教"数据以及独立问卷调查结果数据,借助因子分析方法,得到如下结论:课堂教学是评价的主要指标,课外教学的地位次之,反映了课堂教学在评价中的主体地位以及当前教育对课外教学的投入偏弱等现象。独立问卷调查结果反映了大学生对"科研与前沿"和"思维训练"等指标充满期待和需求。Teaching evaluation is an important means of improving teaching quality. The status of various indices in evaluation dimensions, and evaluation differences existing in indices are the key issues in the evaluation. Based on the datasets of ＇Online Teaching Evaluation＇ of Beijing University of Posts and Telecommunications, and the independent survey data, the following conclusions are drawn by applying factor analysis. Indices related to classroom teaching dimension are the main indices in evaluation, which reflects its principal status and the weak devotion in after-class teaching, such as discussions and homework. The survey shows that students have much interest in science research and frontier knowledge and creative thinking training in class. A few sugges- tions are proposed on improving the teaching quality of fundamental courses.

关 键 词：教学质量 评价指标 基础课程 因子分析 高校 

分 类 号：G642.0[文化科学—高等教育学]