高校学生评教数据深度挖掘的实证研究

An Empirical Study on Deep Mining of College Students’ Teaching Evaluation Data

利用统计分析及文本挖掘方法,研究高校学生评教数据中的关联规则,给出非结构化评教文本情感值的测算方法,挖掘优质和劣势课程的评教文本语义特征,并以某高校374门课程的评教数据为例进行实证研究,得出:第一,公共基础必修课和通识类课程评分普遍较低,学生对课程的期望水平以及认知水平是影响评教的关键要素;第二,课程性质和评教人数对评教分数和评语的情感值有重要影响,小班授课和必修类课程相比大班授课和选修课更易获得较高评价;第三,对评教文本情感值较高和较低的课程进行文本内容挖掘,得出:教师教学方法和教学内容是评教文本的关键特征,其中:教师备课认真程度、课程互动水平、课程内容逻辑性以及灵活的教学方式是影响学生评教的关键因素。文章为高校探索小班授课、提高公共基础必修课教学水平、引导学生对通识类课程的正确认知、以学生需求为导向改善教学方法并规范教学内容等改革提供决策支持。

By using statistical analysis and text mining methods,this paper studies the association rules in college students’teaching evaluation data,gives the method of measuring the emotional value of unstructured teaching evaluation texts,excavates the semantic characteristics of teaching evaluation texts of high-quality and inferior courses and takes the teaching evaluation data of 374 courses in a university as an example to carry out empirical research.The study gives results as follows:Firstly,the scores of compulsory courses and general courses are generally low.Students’expectation level and cognitive level on courses are the key factors affecting the evaluation of teaching;Secondly,the nature of curriculum and the number of teachers have an important impact on teaching evaluation scores and emotional value of comments,smaller and compulsory classes are easier to obtain higher evaluation than large and elective classes;Thirdly,textual content of courses with higher and lower emotional value of evaluation texts is excavated.It is concluded that teachers’teaching methods and contents are the key features of teaching evaluation texts.The key factors affecting students’teaching evaluation are teachers’earnestness in preparing lessons,the level of curriculum interaction,the logic of curriculum content and flexible teaching methods.This study provides decision support for exploring small-class teaching,improving the teaching level of public basic compulsory courses,guiding students to understand general courses correctly and improving teaching methods and standardizing teaching content based on students’needs.