诊改背景下课堂教学质量预警指标研究

Research on early warning indicators of classroom teaching quality under the background of diagnostic reform

《高等职业院校内部质量保证体系诊断与改进指导方案(试行)》中明确指出,学校内部质量保证体系应具备较强预警功能和激励作用。课堂教学质量预警是学校内部质保体系预警的核心,其预警功能的实现有赖于课堂预警系统的搭建,而系统搭建的关键是预警指标的设定。本文重点对比课堂教学质量预警指标与传统课堂教学质量评价指标的区别,探讨预警指标的设置既能汲取多年课堂教学评价工作的宝贵经验,又能弥补其不足的有效路径,探讨课堂教学质量预警指标设定的主要思路和方法,为搭建"以自身需求为导向、持续自我提升教学质量"的课堂教学预警系统提供有力支撑。

The“Guidelines for Diagnosis and Improvement of Internal Quality Assurance System in Higher Vocational Colleges(Trial)”clearly states that the internal quality assurance system of schools should have strong early warning functions and incentives.The early warning of classroom teaching quality is the core of the early warning system of the school’s internal quality assurance system.The realization of the classroom teaching quality early warning function depends on the construction of the classroom early warning system.The key to the early warning system construction is the setting of early warning indicators.This paper focuses on the differences between classroom teaching quality early warning indicators and traditional classroom teaching quality evaluation indicators,as well as the main ideas and methods for setting high-level classroom teaching quality early warning indicators,to ensure that the setting of early warning indicators can not only absorb the valuable value of classroom teaching evaluation work for many years.Experience can also make up for the many shortcomings of teaching evaluation indicators,and provide strong support for building a classroom teaching early warning system that is“oriented by its own needs and continuously self-improving teaching quality”.