高校教师课堂教学质量元评估指标体系构建  

Construction of Meta-evaluation Index System of Classroom Instruction’s Quality in Colleges and Universities

作　　者：高学德[1] 孙斐[1] 戴巍 GAO Xue-de;SUN Fei;DAI Wei(School of Management,Lanzhou University,Lanzhou 730000,China)

机构地区：[1]兰州大学管理学院,甘肃兰州730000

出　　处：《兰州文理学院学报（社会科学版）》2024年第4期80-87,共8页Journal of Lanzhou University of Arts and Science(Social Science Edition)

基　　金：兰州大学2021年度教育教学改革研究校级重点项目“高校教师课堂教学质量元评估的理论和实证研究——以兰州大学为例”(202102)。

摘　　要：高校教师课堂教学质量评估是各高校教学评价最活跃的实践领域,但课堂教学质量评估高关注度和低美誉度之间的矛盾成为一个亟待解决的现实难题,探索对课堂教学质量评估的再评估,是破解高校教师课堂教学质量评估效果的有效途径。基于元评估框架和政策效果评价框架,运用德尔菲法和层析分析法构建出一套包含2个一级指标、8个二级指标和33个三级指标的高校教师课堂教学质量元评估指标体系,构建的指标体系可以用于对高校教师课堂教学质量评估结果进行横向或纵向的实证评估,以期为高校教师课堂教学质量评估存在的深层次问题进行反思和把脉,进而促进课堂教学质量评估的科学化和教学管理水平的民主化。The evaluation of classroom instruction’s quality is the most active practical field of instruction’s evaluation in colleges and universities.However,the contradiction between high attention and low reputation of classroom instruction’s quality evaluation has become a realistic problem to be solved urgently.Exploring the reevaluation of classroom instruction’s quality evaluation is an effective way to crack the effect of classroom instruction’s quality evaluation.Based on the meta-evaluation framework and the policy effect evaluation framework,this study uses Delphi and AHP methods to construct a meta-evaluation index system of classroom instruction’s quality in colleges and universities,which includes 2 first-level indicators,8 second-level indicators and 33 third-level indicators.The constructed indicator system can be used to empirically evaluate the proportion of classroom teaching quality evaluation results for university teachers horizontally or vertically,in order to reflect and identify the deep-seated problems in the evaluation of classroom teaching quality for university teachers,and promote the scientificization of classroom teaching quality evaluation and the democratization of teaching management level.

关 键 词：课堂教学质量 元评估 指标体系 高校 

分 类 号：G642.4[文化科学—高等教育学]