摘要
通过分析十所大学的教师课堂教学评价表,发现当前教师教育课堂教学评价指标存在两大问题:对学生"学"的有效性评价严重不足,对教师教育及其课程特色的有效性评价不足。教师教育课堂教学评价指标体系的建构,应该以课堂教学的基本要素及其之间的基本关系为逻辑基础,充分考虑有效性要求和教师教育专业及其课程特色,从教师"教"的有效性和学生"学"的有效性两个方面,及教学效果、教学效率、教学效能和教学效应四个层面来建构。对这些评价指标进行等级赋值建立评价表,可以用于教师课堂教学形成性评价,为教师改进教学提供帮助。对这些评价指标进行权重赋值建立评价表,可以用于教师课堂教学终结性评价,为各种教学评优、选拔和竞赛活动提供依据。
Through the scale survey cf 10 universities, this research finds out two problems in the present teaching evaluation： inefficiency of evaluation on student learning, and the inefficiency of teaching and course features. This article believes that the evaluation index system should base on key elements of classroom teaching, the course features and the requirements of evaluation effectiveness. The evaluation index system should compose of four levels： teaching result, teaching efficiency, teaching effectiveness and teaching influence. The evaluation index system based on those sc ales could be applied on the improvement of teaching skills of teachers and appraising for teachers＇ competition.
作者
龚正华
Gong Zhenghua(Office of Planning ：rod Development, Dali University, Dali 671003)
出处
《山东高等教育》
2017年第3期63-69,共7页
Review of Higher Education
基金
云南省教育科学规划(高等学校教师教育联盟)专项课题(GJZ1414)
云南省教育研究学术工作站"滇西边境山区基础教育课程与教学改革"(云教研[2013]6号)在站成果
关键词
教师教育
课堂教学评价
有效性标准
teacher education, class：oom teaching evaluation, standard of effectiveness
