大学文科教师课堂教学行为评价指标体系研究
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摘要
大学教育一直被赋予提升个人知识和能力、塑造个人品行以及推动社会与文化发展等多重使命。在我国,高等教育的主要任务是培养高级专门人才、发展科学技术文化和促进社会主义现代化建设。当前,知识经济时代的到来和全球化竞争加剧为高等教育提出新的要求,全面提高教育质量、培养拔尖创新型人才成为我国高等教育发展的核心任务。在大学里,课堂教学是培养人才的重要环节,也是影响高等教育质量的重要因素。而教师的课堂教学评价是管理、监控和提高教师教学技能的有效途径,科学地开展评价活动能够推动高校教育质量的提升。然而,目前大学中普遍使用的教学评价工具在可操作性、现实性以及学科特性等方面存在一定弊端,这些都会使评价的质量和效果大打折扣。针对这些问题,本文以具有一定共性的文科课堂教学行为为评价对象,以课堂上的主体——学生为评价者,运用科学的研究方法设计一套体现学科针对性、可行性以及时代性的大学文科教师课堂教学行为评价指标体系和工具。
本研究包括以下内容:第一部分,阐明研究大学文科教师课堂教学行为评价的必要性,并确定本研究的方向;第二部分,通过查阅与梳理国内外相关文献,以及对文科教学特点的分析,对大学文科教师课堂教学行为的内涵做出清晰的界定,并确定所包含的具体行为,以此作为后续研究与构建评价指标体系的理论基础;第三部分,通过查阅文献和视频资料、在学生、教师和管理者中发放开放式问卷等途径,广泛收集评价指标。将所收集的指标按照课堂教学行为的类型整理后,在学生中发放大量的问卷,对结果进行定量分析,筛选和修改指标、建立评价指标体系和评价工具;第四部分,试用所设计的评价工具,请文科专业的大学生使用评价表对教师进行评价,检验其实用性和科学性;第五部分,陈述研究结论,并对大学文科教师课堂教学行为评价的实施提出建议。
Higher education was always responsible for multi-task such as shape and promot of individual , boost social and cultural development . In China , the main task of higher education is to train highly qualified specialists , the development of science , technology and culture and the promotion of socialist modernization . Currently , global competition and the knowledge economy era new demands for higher education , improve the quality of education , training top-notch creative talents to become the core task of higher education. Classroom teaching is an important part of training personnel , and it is also an important factor affect the quality of higher education . The evaluation of teachers’classroom behaviors in university is an effective method of manage , monitor and improve teaching skills , carry out scientific evaluation activities could promote the quality of higher education . However , there are some problems in the used teaching evaluation tools on operable , reality and subject characteristic , these will discount the effect and quality of the evaluation . To these problems , this article chose liberal arts teachers’classroom teaching behaviors as the object of the evaluation , suppose the students as the evaluator , design a evaluation tool of liberal arts teachers’classroom teaching behaviors in university with subject characteristic , operable and epochal characteristic via scientific research.
The research include the following content : In the first part , clarify the necessity to research the evaluation of liberal arts teachers’classroom teaching behaviors in university, and determine the direction of the research. In the second part , search and sort out the domestic and foreign relevant literature, analyze the characteristics of liberal arts teaching , define the concept liberal arts teachers’classroom teaching behaviors , division its structure , and define the special behaviors included . This is the theoretical basis of the next steps and the system of evaluation. In the third part , collect criteria form the questionnaires of students , teachers , managers and relevant literature and video , systemize the collected criteria according to the type of classroom teaching behaviors . And then distribute a large number of questionnaires to students , quantitative analyze the result , select and modify the criteria , and establish the evaluation criteria system and the evaluation tool . In the fourth part , give out the evaluation tool on probation , let some liberal art students use the evaluation table to evaluate a teacher . To check the practical applicability and scientificalness . In the fifth part , give some advise on evaluate the liberal arts teachers’classroom teaching behaviors.
本研究包括以下内容:第一部分,阐明研究大学文科教师课堂教学行为评价的必要性,并确定本研究的方向;第二部分,通过查阅与梳理国内外相关文献,以及对文科教学特点的分析,对大学文科教师课堂教学行为的内涵做出清晰的界定,并确定所包含的具体行为,以此作为后续研究与构建评价指标体系的理论基础;第三部分,通过查阅文献和视频资料、在学生、教师和管理者中发放开放式问卷等途径,广泛收集评价指标。将所收集的指标按照课堂教学行为的类型整理后,在学生中发放大量的问卷,对结果进行定量分析,筛选和修改指标、建立评价指标体系和评价工具;第四部分,试用所设计的评价工具,请文科专业的大学生使用评价表对教师进行评价,检验其实用性和科学性;第五部分,陈述研究结论,并对大学文科教师课堂教学行为评价的实施提出建议。
Higher education was always responsible for multi-task such as shape and promot of individual , boost social and cultural development . In China , the main task of higher education is to train highly qualified specialists , the development of science , technology and culture and the promotion of socialist modernization . Currently , global competition and the knowledge economy era new demands for higher education , improve the quality of education , training top-notch creative talents to become the core task of higher education. Classroom teaching is an important part of training personnel , and it is also an important factor affect the quality of higher education . The evaluation of teachers’classroom behaviors in university is an effective method of manage , monitor and improve teaching skills , carry out scientific evaluation activities could promote the quality of higher education . However , there are some problems in the used teaching evaluation tools on operable , reality and subject characteristic , these will discount the effect and quality of the evaluation . To these problems , this article chose liberal arts teachers’classroom teaching behaviors as the object of the evaluation , suppose the students as the evaluator , design a evaluation tool of liberal arts teachers’classroom teaching behaviors in university with subject characteristic , operable and epochal characteristic via scientific research.
The research include the following content : In the first part , clarify the necessity to research the evaluation of liberal arts teachers’classroom teaching behaviors in university, and determine the direction of the research. In the second part , search and sort out the domestic and foreign relevant literature, analyze the characteristics of liberal arts teaching , define the concept liberal arts teachers’classroom teaching behaviors , division its structure , and define the special behaviors included . This is the theoretical basis of the next steps and the system of evaluation. In the third part , collect criteria form the questionnaires of students , teachers , managers and relevant literature and video , systemize the collected criteria according to the type of classroom teaching behaviors . And then distribute a large number of questionnaires to students , quantitative analyze the result , select and modify the criteria , and establish the evaluation criteria system and the evaluation tool . In the fourth part , give out the evaluation tool on probation , let some liberal art students use the evaluation table to evaluate a teacher . To check the practical applicability and scientificalness . In the fifth part , give some advise on evaluate the liberal arts teachers’classroom teaching behaviors.
引文
[1]高等教育法.[EBOL] http://www.gov.cn/banshi/2005-05/25/content_927.htm. 2011-4.
[2]国家中长期教育改革和发展规划纲要(2010-2020年).[EBOL] http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm.2011-4.
[3]孙德玉,吴支奎.课程改革与课堂教学[M].合肥:安徽教育出版社,2007.
[4]C Kyriacou. Effective Teaching in Schools [M]. Ba-sil Blackwell Ltd. 1986. 140.
[5][美]斯蒂芬·D·布鲁克菲尔德著,周心红等译,大学教师的技巧[M].杭州:浙江大学出版社,2005.19.
[6][美]肯·贝恩著,明廷雄等译,如何成为卓越的大学教师[M].北京:北京大学出版社,2007.133.
[7]李长萍.论大学课堂教学中师生交互关系[J].教育理论与实践,2006(2):53-55.
[8]姚利民.略论大学教师的有效教学[J].黑龙江高教研究,2002(4):101-103.
[9]邓丽群.“交往教学论”对大学课堂教学的启示[J].中华文化论坛,2008,(8).83-84
[10][澳]迈克尔·普洛瑟和基思·特里格维尔著,潘红等译,理解教与学--高校教学策略,北京:北京大学出版社,2007.26-27.
[11]Stage,F.K.,Muller,P.A.,Kinzie,J.,and Simmons,A.Creating Learner Centered Classrooms : What Does Learning Theory Have to Say? Washington, D.C.:ERIC Clearninghouse on Higher Education and the Association for the Study of Higher Education,1998.
[12]同[6].155.
[13][美]芭芭拉.G.戴维斯著,严慧仙译.教学方法手册[M].杭州:浙江大学出版社, 2006.XI.
[14]于兰华,张扬金.基于建构主义教学理论的大学课堂教学主体角色定位[J].黑龙江教育学院学报,2009(2):57-59.
[15]程东峰.试论文科教学的方法论原则和知识结构[J].长春工业大学学报, 2005(6):37-39.
[16]同[5].13-14.
[17]王永强.对高等学校文科教学中人文主义思维的思考[J].黑龙江教育,2008(3):62-63.
[18]仇中海.大学文科教学实施创新教育的新思考[J].煤炭高等育,2003(11): 92-94.
[19]阎光才.大学的人文之旅—大学本科教育中人文社会科学的价值重估[M].北京:教育科学出版社,2005.60.
[20]同[8].
[21]范钦林.关于高校文科教学模式改革的若干思考[J].南通大学学报, 2006(9):82-85.
[22]马启民.“seminar”教学范式的结构、功能、特征及其对中国大学文科教学的启示[J].比较教育研究,2003(2):20-23.
[23]宋毅,孙发利.现代阐释学对大学文科教学理念的启示[J].江西师范大学学报,2006(10):107-112.
[24]盖立春,郑长龙.美国教学行为研究的发展历史与范式更迭[J].外国教育研究,2009(5):33-37
[25]田馨.新课程下教师课堂教学行为评价指标体系初探[D].贵阳:贵州师范大学教育学院,2005.2.
[26]同[25].3
[27]同[13].
[28]Seldin,P. Changing Practices in Faculty Evaluation. San Francisco: Jossey-Bass, 1984.
[29][美]约瑟夫·罗曼著,洪明译.掌握教学技巧[M],杭州:浙江大学出版社,2007,9.
[30]范蔚.高等院校教学方法改革的困境与出路[J].集美大学学报,2000(2):62-64.
[31]蔡中宏,王永斌,许鹏奎.构建校内教学质量保障评价体系的研究——教师教学行为评价标准[J].理工高教研究,2004(5):36-38.
[32]魏红,申继亮.高校教师有效教学的特征分析[J].西南师范大学学报(人文社会科学版),2002(3):33-36.
[33]王淑芳,类淑河,王洪欣.大学有效教学研究[J].高等工程教育研究,2006(4):120-122.
[34]同[19].1.
[35]同[19].3.
[36]施良方.教学理论:课堂教学的原理、策略与研究[M].上海:华东师范大学出版社,1999.173.
[37]同[36].173-174
[38]同[36].233-234
[39]同[36].279-280
[40]姜凤华.现代教育评价[M].广州:广东人民出版社,2001.18-24.
[41]黄光扬.教育测量与评价[M].上海:华东师范大学出版社,2002:6-131.
[42]王路德.指标序号法[J].湖北体育科技,1993(4).未直接引用的参考文献:
[43]威尔伯特·J·麦肯齐等,徐辉译.麦肯齐大学教学精要[M].杭州:浙江大学出版社, 2005.
[44]杨小微.教育研究的原理与方法[M].上海:华东师范大学出版社,2002.
[45]陈玉琨.教育评价学[M]北京:人民教育出版社,1999.
[46]金娣,王刚.教育评价与测量[M].北京:教育科学出版社,2007.
[2]国家中长期教育改革和发展规划纲要(2010-2020年).[EBOL] http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm.2011-4.
[3]孙德玉,吴支奎.课程改革与课堂教学[M].合肥:安徽教育出版社,2007.
[4]C Kyriacou. Effective Teaching in Schools [M]. Ba-sil Blackwell Ltd. 1986. 140.
[5][美]斯蒂芬·D·布鲁克菲尔德著,周心红等译,大学教师的技巧[M].杭州:浙江大学出版社,2005.19.
[6][美]肯·贝恩著,明廷雄等译,如何成为卓越的大学教师[M].北京:北京大学出版社,2007.133.
[7]李长萍.论大学课堂教学中师生交互关系[J].教育理论与实践,2006(2):53-55.
[8]姚利民.略论大学教师的有效教学[J].黑龙江高教研究,2002(4):101-103.
[9]邓丽群.“交往教学论”对大学课堂教学的启示[J].中华文化论坛,2008,(8).83-84
[10][澳]迈克尔·普洛瑟和基思·特里格维尔著,潘红等译,理解教与学--高校教学策略,北京:北京大学出版社,2007.26-27.
[11]Stage,F.K.,Muller,P.A.,Kinzie,J.,and Simmons,A.Creating Learner Centered Classrooms : What Does Learning Theory Have to Say? Washington, D.C.:ERIC Clearninghouse on Higher Education and the Association for the Study of Higher Education,1998.
[12]同[6].155.
[13][美]芭芭拉.G.戴维斯著,严慧仙译.教学方法手册[M].杭州:浙江大学出版社, 2006.XI.
[14]于兰华,张扬金.基于建构主义教学理论的大学课堂教学主体角色定位[J].黑龙江教育学院学报,2009(2):57-59.
[15]程东峰.试论文科教学的方法论原则和知识结构[J].长春工业大学学报, 2005(6):37-39.
[16]同[5].13-14.
[17]王永强.对高等学校文科教学中人文主义思维的思考[J].黑龙江教育,2008(3):62-63.
[18]仇中海.大学文科教学实施创新教育的新思考[J].煤炭高等育,2003(11): 92-94.
[19]阎光才.大学的人文之旅—大学本科教育中人文社会科学的价值重估[M].北京:教育科学出版社,2005.60.
[20]同[8].
[21]范钦林.关于高校文科教学模式改革的若干思考[J].南通大学学报, 2006(9):82-85.
[22]马启民.“seminar”教学范式的结构、功能、特征及其对中国大学文科教学的启示[J].比较教育研究,2003(2):20-23.
[23]宋毅,孙发利.现代阐释学对大学文科教学理念的启示[J].江西师范大学学报,2006(10):107-112.
[24]盖立春,郑长龙.美国教学行为研究的发展历史与范式更迭[J].外国教育研究,2009(5):33-37
[25]田馨.新课程下教师课堂教学行为评价指标体系初探[D].贵阳:贵州师范大学教育学院,2005.2.
[26]同[25].3
[27]同[13].
[28]Seldin,P. Changing Practices in Faculty Evaluation. San Francisco: Jossey-Bass, 1984.
[29][美]约瑟夫·罗曼著,洪明译.掌握教学技巧[M],杭州:浙江大学出版社,2007,9.
[30]范蔚.高等院校教学方法改革的困境与出路[J].集美大学学报,2000(2):62-64.
[31]蔡中宏,王永斌,许鹏奎.构建校内教学质量保障评价体系的研究——教师教学行为评价标准[J].理工高教研究,2004(5):36-38.
[32]魏红,申继亮.高校教师有效教学的特征分析[J].西南师范大学学报(人文社会科学版),2002(3):33-36.
[33]王淑芳,类淑河,王洪欣.大学有效教学研究[J].高等工程教育研究,2006(4):120-122.
[34]同[19].1.
[35]同[19].3.
[36]施良方.教学理论:课堂教学的原理、策略与研究[M].上海:华东师范大学出版社,1999.173.
[37]同[36].173-174
[38]同[36].233-234
[39]同[36].279-280
[40]姜凤华.现代教育评价[M].广州:广东人民出版社,2001.18-24.
[41]黄光扬.教育测量与评价[M].上海:华东师范大学出版社,2002:6-131.
[42]王路德.指标序号法[J].湖北体育科技,1993(4).未直接引用的参考文献:
[43]威尔伯特·J·麦肯齐等,徐辉译.麦肯齐大学教学精要[M].杭州:浙江大学出版社, 2005.
[44]杨小微.教育研究的原理与方法[M].上海:华东师范大学出版社,2002.
[45]陈玉琨.教育评价学[M]北京:人民教育出版社,1999.
[46]金娣,王刚.教育评价与测量[M].北京:教育科学出版社,2007.
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