“三寓三式”教学范式被很多高校和教师广泛采用。但在使用过程中发现,缺乏规范合理的课程教学评价体系。因此,本文利用层次分析法,根据高校人才培养特点和目标,构建出教学评价体系的评价原则和评价指标,旨在为教学提供必要的衡量标准,...“三寓三式”教学范式被很多高校和教师广泛采用。但在使用过程中发现,缺乏规范合理的课程教学评价体系。因此,本文利用层次分析法,根据高校人才培养特点和目标,构建出教学评价体系的评价原则和评价指标,旨在为教学提供必要的衡量标准,提升教师教学能力和教学效果,并对三寓三式教学范式的课堂效果做出了评价。The teaching paradigm of “three combinations and three forms method” has been widely adopted by universities and teachers. However, during the teaching process, it was found that there is a lack of a standardized and reasonable curriculum teaching evaluation system. Therefore, this article uses Analytic Hierarchy Process (AHP) to construct the evaluation principles and indicators of a teaching evaluation system based on the characteristics and goals of talent cultivation in uni-versities. The aim is to provide necessary measurement standards for teaching, improve teachers’ teaching ability and effectiveness, and evaluate the classroom effectiveness of the “three combina-tions and three forms method” teaching method.展开更多
文摘“三寓三式”教学范式被很多高校和教师广泛采用。但在使用过程中发现,缺乏规范合理的课程教学评价体系。因此,本文利用层次分析法,根据高校人才培养特点和目标,构建出教学评价体系的评价原则和评价指标,旨在为教学提供必要的衡量标准,提升教师教学能力和教学效果,并对三寓三式教学范式的课堂效果做出了评价。The teaching paradigm of “three combinations and three forms method” has been widely adopted by universities and teachers. However, during the teaching process, it was found that there is a lack of a standardized and reasonable curriculum teaching evaluation system. Therefore, this article uses Analytic Hierarchy Process (AHP) to construct the evaluation principles and indicators of a teaching evaluation system based on the characteristics and goals of talent cultivation in uni-versities. The aim is to provide necessary measurement standards for teaching, improve teachers’ teaching ability and effectiveness, and evaluate the classroom effectiveness of the “three combina-tions and three forms method” teaching method.
