新时代地方高校教师课堂教学评价存在问题与对策研究  

作　　者：陈江[1] 王彬[2] 

机构地区：[1]海南师范大学经济与管理学院,海口571158 [2]海南师范大学海南自由贸易港国际人才发展研究院,海口571158

出　　处：《高教学刊》2022年第32期62-65,69,共5页Journal of Higher Education

基　　金：2020年度海南省高等学校教育教学改革研究重点项目“高校教师考核与评价研究——以海南师范大学为例”(Hnjg2020ZD-13)。

摘　　要：课堂教学评价作为教学评价管理中不可或缺的组成部分,是高校落实“立德树人”根本任务的关键环节,是提升教学质量和促进师生共同发展的重要措施。目前地方高校在课堂教学评价实践中,仍普遍存在督导人员结构不合理、评价方式单一、评价指标笼统和重督轻导等问题。为此,课堂教学评价应秉持“发展、改进、激励”的基本理念,通过优化督导人员结构,实施分层分类评价,细化评价指标,督导有机结合,推动教师提高教学水平和教学质量。As an indispensable part of teaching evaluation management,classroom teaching evaluation is the key link for universities to implement the fundamental task of"foster virtue through education".It is also an important measure to improve teaching quality and promote the common development of teachers and students.At present,in the practice of classroom teaching evaluation in local universities,there are still some problems,such as unreasonable structure of supervisors,single evaluation method,general evaluation indicators,emphasizing supervision over guidance and so on.Therefore,classroom teaching evaluation should adhere to the basic concept of"development,improvement and incentive",optimize the structure of supervisors,implement hierarchical and classified evaluation,refine evaluation indicators,and organically combine supervision to promote teachers to improve teaching level and quality.

关 键 词：新时代 地方高校 课堂教学评价 问题 对策 

分 类 号：G647[文化科学—高等教育学]