基于层次分析法的高校探究式课堂教学评价指标体系构建

Construction of the University Inquiry-based Teaching Evaluation System Based on the Analytic Hierarchy Process

科学地评价探究式课堂教学的实施效果,需要建立符合探究式教学理念的评价指标体系。本研究以教师、学生、督导为评价主体,构建了"教师课堂教学、学生课堂表现、探究效果检测"三位一体的探究式课堂教学指标体系框架,并通过相关专家、教师、督导对体系的问卷调查,利用层次分析法分别对这三个维度的评价指标进行权重赋值,试图为构建完整的高校探究式教学评价体系奠定基础。

It is necessary to set up an evaluation system in accordance with the inquiry-based teaching concept, in order to scientifically evaluate the implementation effect of the inquiry teaching. In this study, we construct a trinity inquiry classroom teaching index system framework as ＂teachers teaching, students performing, and effect detecting＂, setting teachers, students, and supervisors as principal parts. And through the questionnaire of relevant experts, teachers, supervisors, and evaluation of these three dimensions by using Analytic Hierarchy Process respectively, we try to lay the foundation of building a complete university inquiry-based teaching evaluation system.