The evaluation of teaching quality of college teachers is the core of the whole evaluation work, and whether the evaluation index system is scientific and reasonable will directly affect the effect of teaching quality evaluation and teachers' teaching enthusiasm. Therefore, this paper attempts to eliminate the differences between different courses and majors, make a panoramic view of the whole process of teachers' teaching activities, sort out all teaching links scientifically, quantify key points into evaluation indicators, and compile a clear and scientific evaluation index system. On this basis, according to the characteristics of the evaluation index system, the evaluation subjects from different angles, such as student evaluation, comprehensive evaluation of departments and colleges, and self-evaluation of teachers, are determined to really improve the teaching quality.
Keywords: teaching quality; Evaluation index; Students; Faculty experts; teacher
First, the significance of the research on the evaluation of teaching quality of college teachers
At present, in the increasingly fierce competition for talents, the quality of teaching, that is, the quality of cultivating talents, is related to the survival and development of schools. The quality of teaching is reflected by a series of teaching activities of many teachers and the development and changes of students. The teaching quality of teachers directly affects the quality of students. Evaluating teachers' teaching quality and promoting the continuous improvement of teaching quality are the fundamental guarantee to improve students' quality in an all-round way. Taylor, known as the "father of modern education evaluation", once pointed out that the evaluation process is essentially a process of determining the degree to which courses and teaching plans actually achieve educational goals. There are two main points: first, evaluation; The second is development. Therefore, the evaluation of teaching quality is undoubtedly a very important aspect, and the purpose of the evaluation process is to judge the evaluated. The research on the evaluation of teachers' teaching quality is of great significance, mainly in the following aspects:
1, which urges teachers to continuously improve teaching and promote teachers' professional development. The fundamental purpose of evaluating teachers' teaching quality is to urge teachers to constantly check and fill gaps and improve teaching, so as to improve teaching quality. In addition, teachers constantly enrich and improve their professional knowledge in teaching, which will effectively promote teachers' professional development.
2, can make the school teaching management department to understand the teaching situation, find problems, sum up experience, improve the work, in order to achieve the purpose of improving the quality of teaching. Evaluation is a very effective management method. The teaching management department of the school can understand the teaching situation through the evaluation of teachers' teaching quality, and make timely adjustments to achieve the goal of talent training.
3. Strengthen the school's performance management of teachers. An important function of evaluation is to provide a basis for rewarding the superior and punishing the inferior. According to the evaluation results of teachers' teaching quality, an effective incentive mechanism is established in the school, which will finally lay the foundation for ensuring teaching quality.
4. The evaluation of teachers' teaching quality is an important part of the teaching quality monitoring and evaluation system in colleges and universities. The research on the evaluation of teachers' teaching quality is helpful to improve the monitoring and guarantee system of teaching quality in colleges and universities. The monitoring of teaching quality in colleges and universities is mainly implemented through inspection and evaluation, and the evaluation of teachers' teaching quality is the key. Only by objectively and fairly evaluating teachers' teaching quality can we further improve the monitoring and guarantee system of teaching quality in colleges and universities.
To sum up, although the evaluation object of teachers' teaching quality is teachers, it is also of great significance to school management. However, we should also see that the evaluation of teachers' teaching quality is student-oriented, and the fundamental purpose is to improve students' learning ability and cultivate students' solid and generous professional foundation, independent personality and innovative spirit.
Second, the principles of constructing the evaluation index system of college teachers' teaching quality
1, orientation principle. Guided by the goal of cultivating "application-oriented" innovative talents, it follows the laws of education, reflects the requirements of educational reform and development, and systematically and comprehensively reflects the training objectives.
2. The principle of universality. The evaluation object is all full-time and part-time teachers who undertake teaching tasks, that is, it is applicable to all teachers who undertake teaching tasks. Therefore, this study attempts to get rid of the differences between different courses and different majors, make a panoramic view of the whole process of teachers' teaching activities, and sort out the whole process of teachers' teaching activities scientifically, that is, from compiling teaching syllabus, teaching plans, selecting teaching materials to compiling teaching plans and courseware, to classroom teaching, tutoring students, course examination and course summary, and quantify the key points of each teaching link as evaluation indicators, so as to examine the teaching quality of teachers and compile
3. Scientific principles. Drawing lessons from the effective foreign teaching ideas and domestic research results, and on the basis of extensive interviews with relevant managers, teachers and students in our school and the collection, induction and analysis of relevant documents, the connotation of each index is repeatedly scrutinized. The indicators are clearly expressed, interrelated and form an organic whole, and the evaluation criteria are both realistic and objective. Teachers can meet the requirements through hard work and get wide recognition from students.
4. The principle of operability. There are three aspects: first, the evaluation index should be practical, reflecting both the teaching characteristics of teachers and the current characteristics of higher education in China; Second, the number of index systems is appropriate, which can not only reflect the teaching process of teachers, but also accurately grasp the joint points; Third, the evaluation index should be quantified as much as possible, so as to operate and implement it in the evaluation process.
5. Dynamic principle. The evaluation of teachers' teaching quality is a dynamic process. With the development of science and technology and the change of educational objects, the teaching content, teaching methods and teaching means are constantly being reformed, and its evaluation index must be dynamic and developing. Therefore, the analysis and feedback of evaluation results is not only the end of a teaching evaluation cycle, but also the beginning of the next round of teaching evaluation. In this process, teaching managers should analyze the evaluation results and make appropriate adjustments to the evaluation index system according to the changing actual situation to ensure the effectiveness of the evaluation.
Third, the determination of the evaluation subject
A complete evaluation system should involve diversified subjects, evaluate teachers' teaching quality from different angles, and then synthesize the evaluation results of different subjects to make a comprehensive, objective and accurate evaluation of teachers' teaching quality. At present, the evaluation subjects of China University mainly include students, experts, peers, leaders and teachers. Among these information sources, student evaluation has better reliability and validity than peer evaluation, teacher self-evaluation and expert evaluation.
We sort out all the teaching links scientifically and quantify the key points as evaluation indicators. Therefore, according to the characteristics of this index system, we finally determined a three-dimensional evaluation subject combining student evaluation, department comprehensive evaluation and teacher self-evaluation. Students are the object of teaching, the direct recipients and beneficiaries of teachers' teaching, the subject of learning and the direct recipients of teaching effects. They have the deepest feelings about teachers' teaching attitudes, teaching contents, teaching methods and teaching effects, and have the most say in the quality of classroom teaching. Department leaders themselves are the direct organizers and managers of teaching, and they are teaching experts or teaching management experts. They can better grasp the teacher's teaching from a higher angle. Teachers' self-evaluation is a process of constant self-reflection, self-education, self-motivation and self-improvement. It is one of the effective ways to promote teachers' professional development, and it is also the internal mechanism to improve their own quality. Therefore, we have determined that students' evaluation accounts for 70%, departments' comprehensive evaluation accounts for 20% and teachers' self-evaluation accounts for 10%.
Fourthly, the construction of evaluation index system.
Index refers to the process of judging the quality, level, benefit and social significance of the evaluated object through systematic data collection according to certain value standards. Evaluation is based on specific goals, and in practice, we concretize the goals. Indicators are concrete, measurable, behavioral and operational goals, and are the direct basis for evaluation. The index system is a collection of evaluation indexes at all levels and their corresponding index weights and evaluation standards. General evaluation indicators will construct an evaluation index system from the aspects of teaching attitude, teaching content, teaching methods, teaching ability and teaching effect, which leads to the repeated use and evaluation of some indicators, which often leads to different evaluation subjects from different angles and often leads to contradictory results. When constructing the index system, students' evaluation focuses on teachers' classroom teaching, and experts' evaluation focuses on the key points in the teaching process centered on classroom teaching. In this way, the coverage is comprehensive and each has its own emphasis, and the evaluation results will be more credible.
1. We have established a student evaluation index system with 9 assessment points and 2 1 index. As shown in table 1. (Table 1) The most prominent feature of this index system is the increase of teachers' "personality quality" and "teaching skills and style". Besides a certain level of knowledge and ability, teachers' psychological and personality characteristics are also very important. Therefore, the evaluation of teaching quality needs to consider not only knowledge imparting and ability training, but also humanistic care factors in the teaching process. Teaching with humanistic care can promote students' happy and healthy psychology in the learning process and promote the good development of students' personality. In a word, teaching quality is an efficient embodiment of teachers' imparting knowledge and cultivating ability under certain humanistic care conditions. The essence of humanistic care refers to teachers' student-oriented teaching spirit in the teaching process.
2. A comprehensive evaluation index system consisting of 10 assessment points and 2 1 indicators is established. (Table 2) The characteristics of this indicator system are mainly manifested in the following aspects: First, attention is paid to the compilation and updating of teaching documents, because this is the basis for ensuring the quality of teachers' teaching; Second, attach importance to interactive learning between teachers and students; Third, pay attention to the course summary and students' feedback after one round to ensure the improvement of teachers' teaching level and teaching quality.
Teachers' self-evaluation is also composed of objective grade evaluation and subjective comment evaluation.
In short, the construction of the above evaluation index system adopts the combination of "quantitative assessment" and "qualitative assessment", and the combination of "other assessment" and "self-assessment", which really achieves the purpose of promoting teaching by evaluation and promoting teachers by evaluation.
Application of verb (verb abbreviation) evaluation results
Make full use of the campus network and establish an online evaluation system. Students and experts in the department can evaluate each teacher online through the campus network. With the help of information network, the information needed for evaluation can be collected accurately, quickly and efficiently, so that the teaching management department can keep abreast of teachers' teaching status and the working status of teaching management, teaching implementation and teaching guarantee in the teaching process, and monitor teachers' teaching quality in real time so as to make timely decisions.
The evaluation of teachers' teaching quality is a dynamic process. The analysis and feedback of evaluation results is not only the end of a teacher's teaching evaluation cycle, but also the beginning of the next round of teaching evaluation. In this process, teaching managers should analyze the evaluation results and make appropriate adjustments to the evaluation index system according to the changing actual situation to ensure the effectiveness of the evaluation. On the one hand, the quantitative results should be fed back to school leaders, department heads and teachers themselves; On the other hand, it should also be properly linked to the evaluation and employment of teachers' professional titles and class remuneration. So that teachers can know their strengths and weaknesses, adjust their teaching behavior as soon as possible, arouse the enthusiasm of teachers, and urge teachers to focus on teaching and teaching reform, and constantly improve teaching quality, so as to achieve the purpose of improving teaching quality.
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