研究型高校教師教學(xué)績效考評研究
發(fā)布時間：2019-05-17 03:03
【摘要】：本文首先通過對績效考評的概念、本質(zhì)等進行分析，以形成對研究型大學(xué)高校教師教學(xué)績效考評的整體把握。其次，通過對大學(xué)本質(zhì)特點進行詳細(xì)研究，結(jié)合當(dāng)前相關(guān)理論（自我效能理論、360度理論、人性假設(shè)理論），，并借鑒美國相關(guān)經(jīng)驗分析我國研究型大學(xué)教師存在重科研、輕教學(xué)中的問題，闡明原因和癥結(jié)所在。 結(jié)合美國研究型高校教師績效考評中目前的趨勢是更注重教學(xué)能力這一情況,通過以我國某研究型高校為研究對象，將研究型教師、教學(xué)型教師、教學(xué)研究型教師分類訪談，旨在解決不同情況下教學(xué)績效考評指標(biāo)制定的不同側(cè)重點和相應(yīng)的權(quán)重系數(shù)問題。研究將訪談記錄轉(zhuǎn)化成數(shù)據(jù)建立AHP層次分析模型，初步構(gòu)想我國研究型高校教師教學(xué)績效考評的具體指標(biāo)。 我國研究型高校誠然必須更新和強化科研和教學(xué)的雙重功能才能得以生存和發(fā)展，但是要實現(xiàn)良好的教學(xué)和科研雙贏就不能允許教師放棄其認(rèn)真教學(xué)的職責(zé)。本文提出如下建議：第一，明確教學(xué)績效評價的概念，突出教師在教學(xué)評價中的主導(dǎo)地位；第二，優(yōu)秀的研究型高校績效考評應(yīng)體現(xiàn)“教學(xué)為本”的評價理念，靈活利用學(xué)生評價、同行評價進一步規(guī)范評價方法；第三，研究型高校有關(guān)教學(xué)的績效考核應(yīng)是學(xué)校管理者和教師之間進行雙向溝通的過程,應(yīng)該合理有效地利用、反饋考核結(jié)果，使教師得到教學(xué)專業(yè)性成長發(fā)展；第四，利用“人性假設(shè)”理論提高對教師教學(xué)的認(rèn)識。
[Abstract]:First of all, this paper analyzes the concept and essence of performance evaluation in order to form an overall grasp of teaching performance evaluation of teachers in research universities. Secondly, through the detailed study of the essential characteristics of the university, combined with the current relevant theories (self-efficacy theory, 360-degree theory, human nature hypothesis theory), and drawing lessons from the relevant experience of the United States, this paper analyzes that the teachers of research-oriented universities in China attach importance to scientific research. Lighten the problems in teaching and clarify the causes and crux of the problem. Combined with the current trend in the performance evaluation of teachers in American research colleges and universities, more attention is paid to the teaching ability. By taking a research university in our country as the research object, the research teachers and teaching research teachers are interviewed by classification. The purpose of this paper is to solve the problem of different emphasis and weight coefficient of teaching performance evaluation index under different circumstances. In this paper, the interview records are transformed into data to establish AHP analytic hierarchy process (AHP) model, and the concrete indexes of teaching performance evaluation of teachers in research colleges and universities in China are preliminarily conceived. It is true that research colleges and universities in China must renew and strengthen the dual functions of scientific research and teaching in order to survive and develop, but in order to achieve a good win-win situation in teaching and scientific research, teachers can not be allowed to give up their responsibility of serious teaching. This paper puts forward the following suggestions: first, clarify the concept of teaching performance evaluation, highlight the dominant position of teachers in teaching evaluation; Secondly, the excellent performance evaluation of research-oriented colleges and universities should embody the evaluation concept of "teaching-oriented", make flexible use of student evaluation, and further standardize the evaluation method by peer evaluation. Third, the performance appraisal of teaching in research colleges and universities should be a two-way communication process between school managers and teachers, which should be used reasonably and effectively to feedback the results of the assessment so that teachers can get the growth and development of teaching specialty. Fourth, the theory of "human nature hypothesis" is used to improve the understanding of teachers' teaching.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.4
本文編號：2478754
[Abstract]:First of all, this paper analyzes the concept and essence of performance evaluation in order to form an overall grasp of teaching performance evaluation of teachers in research universities. Secondly, through the detailed study of the essential characteristics of the university, combined with the current relevant theories (self-efficacy theory, 360-degree theory, human nature hypothesis theory), and drawing lessons from the relevant experience of the United States, this paper analyzes that the teachers of research-oriented universities in China attach importance to scientific research. Lighten the problems in teaching and clarify the causes and crux of the problem. Combined with the current trend in the performance evaluation of teachers in American research colleges and universities, more attention is paid to the teaching ability. By taking a research university in our country as the research object, the research teachers and teaching research teachers are interviewed by classification. The purpose of this paper is to solve the problem of different emphasis and weight coefficient of teaching performance evaluation index under different circumstances. In this paper, the interview records are transformed into data to establish AHP analytic hierarchy process (AHP) model, and the concrete indexes of teaching performance evaluation of teachers in research colleges and universities in China are preliminarily conceived. It is true that research colleges and universities in China must renew and strengthen the dual functions of scientific research and teaching in order to survive and develop, but in order to achieve a good win-win situation in teaching and scientific research, teachers can not be allowed to give up their responsibility of serious teaching. This paper puts forward the following suggestions: first, clarify the concept of teaching performance evaluation, highlight the dominant position of teachers in teaching evaluation; Secondly, the excellent performance evaluation of research-oriented colleges and universities should embody the evaluation concept of "teaching-oriented", make flexible use of student evaluation, and further standardize the evaluation method by peer evaluation. Third, the performance appraisal of teaching in research colleges and universities should be a two-way communication process between school managers and teachers, which should be used reasonably and effectively to feedback the results of the assessment so that teachers can get the growth and development of teaching specialty. Fourth, the theory of "human nature hypothesis" is used to improve the understanding of teachers' teaching.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.4
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