In order to measure the relative importance of elements, their weight coefficients must be determined. In the process of confirming the Ui weight (first-class weight) of each subset, students are considered as the main body of learning, so the weight is confirmed mainly according to the importance of students to each subset. When judging the importance, the Richter scale method is used, which is divided into 5, 4, 3, 2, 1 * *, where 5 stands for very important, 4 stands for more important, 3 stands for ordinary, 2 stands for less important, and1stands for less important. After students judge the importance, they calculate the average of the importance scores of each subset, and then stop summing and normalizing to get the weight of each subset. When affirming the weight (secondary weight) of the elements in each subset, the objective function of strengthening this kind of knowledge in each course is regarded as the same, so 1/nk is the weight of each element in the subset.
3. Execution of judgments
In the process of model evaluation, firstly, the evaluation results of the practical achievement level of each course in the subset Ui are obtained, and their membership degrees to each evaluation level are calculated respectively to form an evaluation decision matrix Ri. If the weight set of each course in the Ui is Ai, the comprehensive evaluation result of the I-th subset Ui is: Bi=AiRi=[bi 1, bi2, bi3, bi4] (I = 65433).
Then stop the comprehensive evaluation of the four subsets UI (I = 1, 2, 3, 4), and the evaluation decision matrix R is: (5).
If the weight of each subset is given to A, the comprehensive evaluation result can be obtained: B=AR(6).
Finally, according to the similarity of comments, the comprehensive evaluation results are sorted according to the maximum membership criterion, and the evaluation results of the target practical achievement level of the curriculum system are obtained.
Second, the application of fuzzy comprehensive evaluation model in the undergraduate course of tourism management.
1. Survey Overview
In order to obtain the weighted subset of evaluation factors and the evaluation decision matrix, the undergraduate students majoring in tourism management in Nanjing University of Finance and Economics in 2006 were selected for a questionnaire survey. 50 questionnaires were distributed, and 45 were effectively recovered, with a questionnaire recovery rate of 90%. Among them, girls account for 88.9%, and boys account for 1 1. 1%.
2. Design of questionnaire content
The content of the questionnaire is mainly divided into two parts: the importance of each knowledge and the degree to which the course helps students. Among them, the importance of knowledge is judged according to the above five levels, and professional basic knowledge, operation management knowledge, practical operation knowledge and professional foreign language knowledge are stopped.
The degree of the course's help to students is judged according to the four grades confirmed in the review set. In the detailed operation, according to the purpose of each course, all courses are divided into four categories, and the results are shown in table 1. Then ask students to evaluate the auxiliary level of each course.
Table 1 professional course classification
Category course
Basic knowledge of tourism, tourism economics, tourism laws and regulations, tourist psychology in source countries, and tourism culture in China
tourism aesthetics
Modern Hotel Management Front Office and Room Management Travel Agency Operation Management Catering Management Tourism Marketing Tourism Development and Planning
Practice and operate the knowledge-based tourism management information system to guide business travel etiquette.
Tourism English is suitable for professional foreign language learning.
3. Reliability analysis
The so-called reliability refers to the reliability of the score measured by a weighing scale. If the answers repeated by the same group of respondents in the same questionnaire are different, it means that the reliability is high. Cronbach α coefficient is widely used to measure reliability. According to American statisticians Hale, Anderson, Taisam and Blake, the Cronbachα value of the measurement scale is greater than 0.7, indicating that the data is reliable. When the number of items in the measurement scale is less than 6, the Cronbachα value is greater than 0.6, indicating that the data is reliable. Here we stop the reliability analysis of the evaluation results of each course on the level of student financial assistance, and the results are shown in Table 2.
Table 2 Reliability Analysis Results
Number of items in the category to which the course belongs Cronbachα
Professional basic knowledge 7 0.8225
Practical knowledge 3 0.6760
Operation management knowledge 6 0.84 17
(Clarification: Since there is only one course in foreign language learning, no reliability analysis will be made. )
From the results of reliability analysis, the data for judging the auxiliary level of professional basic knowledge, operation management knowledge and practical operation knowledge are highly reliable, in which the data reliability of practical operation knowledge is lower than 0.7, but the number of items is 3, so the data is still reliable.
4. The weighted subset of evaluation factors is positive.
In the process of confirming the first-level weight, according to the results of students' importance discrimination, the average value of the importance scores of professional basic knowledge, practical operation knowledge, operation management knowledge and professional foreign language knowledge is obtained, and then the normalization of summation is stopped, and the first-level weight subset A is obtained as follows: A=[0.2496, 0.2480, 0.2480, 0.2544](7).
Because the objective effect of each course on strengthening this kind of knowledge is regarded as the same here, the weight of each course in the secondary weight subset A 1 is about 0. 143( 1/7), and that in A2 is1(11).
5. Comprehensive evaluation method
In the process of comprehensive evaluation, students stop evaluating each course according to the evaluation grade standard. According to the degree of membership of each evaluation grade, the evaluation decision matrix RI (I = 1, 2,3,4) of single element in each subset is determined as follows:
(8)
Stop the synthesis operation of the secondary weight subset Ai and the evaluation decision matrix Ri, and you can get the fuzzy comprehensive evaluation result Bi (I = 1, 2, 3, 4) based on single factor, and then get the comprehensive evaluation decision matrix of each subset of U. Rwww.homelunwen.com who graduated from paper net. Stop the synthesis operation of the first-level weight subset A and the comprehensive evaluation decision matrix R, and get the curriculum system.
Objective to practice the fuzzy comprehensive evaluation results of grade b grades.
Compared with that set of comments, according to the principle of maximum membership, the undergraduate course of tourism management in this school is generally more helpful to students, so the practical level of the curriculum system is better. However, the evaluation results also show that the course needs to be improved.
Third, the improvement measures of the curriculum system.
1. Attach importance to the course of operation management.
When judging the importance of all kinds of knowledge, students generally think that operation management knowledge is more important than other knowledge, and its weight is relatively high among the four kinds of knowledge, which is 0.2544. The composition of this result is closely related to students' understanding of their own development direction. In the questionnaire survey, the author also investigated the students' judgment on the undergraduate teaching purpose of tourism management specialty. The survey results show that 95.6% of students choose middle and senior tourism management talents. There are few operational management courses related to the knowledge requirements of middle and senior tourism management talents, so it is suggested to add professional operational management courses to the teaching plan, such as setting up related courses around a certain tourism industry (such as hotel industry), and focusing on cultivating professionals in this industry.
2. Appropriate increase in operational skills courses.
Judging from students' evaluation of operational skills courses, most of them are very helpful to this kind of courses. Generally speaking, after students enter a tourism enterprise, their needs begin at the grassroots level and then gradually rise to managers. On the other hand, from the current situation of the talent market, higher vocational students are loved by tourism enterprises because of their strong operational skills, while undergraduates often lack operational skills and their competitiveness is relatively weak. Therefore, while continuing to pay attention to theoretical study, appropriately increasing the courses of operational skills will not only help undergraduates to enhance their employment competitiveness, but also help them to quickly integrate into enterprises after employment.
3. Provide a small number of seminars.
33.3% students think that training research-oriented talents is also one of the teaching purposes of tourism management specialty. Both the management of enterprises and the professional development need research-oriented talents. From the perspective of enterprise management, enterprises need seminar-oriented talents to deeply analyze the problems in enterprise operation management and provide solutions; From the perspective of professional development, it is especially necessary to strengthen the theoretical construction of tourism management specialty. Generally speaking, the development of tourism industry theory requires talents to have certain research literacy, and the cultivation of this literacy depends on many aspects, among which the study of research courses is an essential link.