中国民航大学多维课堂教学质量评价体系研究

Construction and Implementation of Multi-dimensional Evaluation System of Classroom Teaching Quality in Universities and Colleges

课堂教学质量评价体系构建及实施过程中的主要问题有:一是如何选择评价主体且保证评价行为客观公正;二是如何制定评价指标且保证评价指标科学有效;三是采用何种评价方式方法且保证方法合理可行;四是如何验证评价结果的可信度且将结果全面应用;五是如何提高评价效果以及评价目标的达成度。中国民航大学经过多年理论研究与实践,探索构建了多维课堂教学质量评价体系。推动评价主体多元参与,建立了同行教师、管理人员及督导专家等多主体共同参与评价机制。根据评价主体特点设计多样化评价方法,包括即时评价、信息反馈、结课评价、毕业前评价、听课评价、督导评价及巡课评价七种。根据课程分类设计多维化评价指标,将课程分为理论课、理论含实验课、体育课、实验课、课程设计、校内实训、校外实习及毕业设计(论文)八类,根据课程性质分别选取教学态度、教学内容、教学方法、教学能力、学习收获、课堂管理、教师行为、教师状态及学生状态九个指标中的部分指标。实施校院两级管理,学校负责制定总体评价框架及相关评价指标体系优化等工作,各学院依据本单位特点和实际情况负责制定评价实施细则。提高评价数据的可信度,设置四类数据清洗原则,持续对非教学因素与评教结果的相关性进行分析,从而评估非教学因素对评教结果差异性的影响。强化评价结果分级应用,实施评价结果分级制度和相对排名制度,排名次序及等级与教师的各类激励相互关联。实践表明,课堂教学质量评价体系实施效果较为显著,达到了学校预期改革目标。

Considering both theory and practice,the construction of the evaluation system of classroom teaching has already become an effective means of teaching quality management system in higher education institutions;however,there are still some misunderstandings and controversies from the perspective of practice and enforcement.Summarizing and comparing the scholars'research findings and practice cases in many universities,this paper deduces that the main problems in the process of the construction and implementation of the evaluation system of classroom teaching quality lie in the following five aspects:1)how to select the evaluation subjects and ensure evaluation behaviors are objective and dispassionate;2)how to formulate the evaluation index and ensure its scientificity and effectiveness;3)adopting which evaluation method and ensuring the method is reasonable and feasible;4)how to verify the credibility of the evaluation data and find their increasingly wide utilization in all fields;5)how to enhance the evaluation effectiveness and increase the likelihood of the evaluation-goal attainment scaling.Having conducted theoretical research and practice over many years,Civil Aviation University of China has explored and constructed a multi-dimensional evaluation system of classroom teaching quality.It aims at promoting multiple-sided participation,and establishing the evaluation system involving joint efforts of different subjects,such as peer teachers,executives,supervisors etc.According to the characteristics of the evaluation subjects,seven kinds of evaluation methods are designed,including immediate evaluation,information feedback,end-of-course evaluation,pre-graduation evaluation,class-visiting evaluation,supervision evaluation,and class patrol evaluation.On the basis of the multi-dimensional evaluation index of curriculum classification,the curriculum is divided into theory course,theory-and-experiment course,physical education course,experiment courses,curriculum design,training course in school,field trip,and thesis writing program.Different courses correspond with different evaluation indexes,which comprise teaching attitude,teaching content,teaching methods,teaching ability,students'acquirements,classroom management,teacher's behavior,teacher's state of mind and student's state of mind.Two-level administration will be executed,which denotes that the school is responsible for formulating the overall evaluation framework and optimizing the related evaluation index system;and the college or faculty is responsible for formulating the detailed evaluation criteria and figuring out implementation plan in the light of their own characteristics and status quo.Additionally,the paper strives for improving the reliability of evaluation data,laying down 4-category data clean-out principles,and perpetuating the analysis of the relevance between non-teaching factors and evaluation results,for working out how the non-teaching factors influence the differentials of evaluation results.The paper popularizes and spreads evaluation results in grades,including grading system of evaluation results and relative ranking system,which will be associated with teachers'various incentives.The practice demonstrates the remarkable effects of classroom teaching quality evaluation system,which has helped to achieve the given goals of educational reform.