發(fā)布時(shí)間：2018-01-28 10:55

  本文關(guān)鍵詞： 高職 基礎(chǔ)類課程 教學(xué)質(zhì)量 評(píng)價(jià)　出處：《山東大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：本文從對(duì)比國(guó)內(nèi)外高職院�；A(chǔ)類課程教學(xué)質(zhì)量的現(xiàn)狀出發(fā),分析了K職業(yè)學(xué)院基礎(chǔ)類課程教學(xué)及教學(xué)管理方面存在的問題。通過調(diào)查K職業(yè)學(xué)院基礎(chǔ)類課程的教學(xué)現(xiàn)狀,提出了K職業(yè)學(xué)院基礎(chǔ)類課程教學(xué)及學(xué)生學(xué)習(xí)上存在的問題,對(duì)影響基礎(chǔ)類課程教學(xué)的因素進(jìn)行了分析,將現(xiàn)有高職院校教學(xué)質(zhì)量評(píng)價(jià)指標(biāo)和基礎(chǔ)類課程教學(xué)質(zhì)量評(píng)價(jià)指標(biāo)的合理因素融入到新的指標(biāo)體系之中,克服、彌補(bǔ)其不足之處,并結(jié)合基礎(chǔ)類課程的自身學(xué)科特點(diǎn),對(duì)其教學(xué)質(zhì)量評(píng)價(jià)指標(biāo)體系進(jìn)行了初步構(gòu)建。在此基礎(chǔ)上,對(duì)基礎(chǔ)類課程教學(xué)質(zhì)量評(píng)價(jià)體系的內(nèi)涵及對(duì)策等進(jìn)行了論述和研究,并對(duì)指標(biāo)進(jìn)行了詳盡的解析。對(duì)影響基礎(chǔ)課教學(xué)的關(guān)鍵因素——教師的教學(xué)質(zhì)量,進(jìn)行了科學(xué)合理的評(píng)價(jià)。運(yùn)用層次分析法給出了教學(xué)質(zhì)量評(píng)價(jià)指標(biāo)體系的各項(xiàng)指標(biāo)的權(quán)重,運(yùn)用模糊綜合評(píng)價(jià)法對(duì)教師的教學(xué)質(zhì)量進(jìn)行了評(píng)價(jià),并對(duì)評(píng)價(jià)結(jié)果進(jìn)行了分析。最后將研究的理論應(yīng)用在案例上并進(jìn)行系統(tǒng)的分析,提出了對(duì)K職業(yè)學(xué)院基礎(chǔ)類課程教學(xué)質(zhì)量提升的有效措施。討論了高職基礎(chǔ)類課程教學(xué)質(zhì)量評(píng)價(jià)的內(nèi)容以及常用的質(zhì)量管理方法：探討選擇全面質(zhì)量管理、6σ質(zhì)量管理等方法的應(yīng)用問題。 本研究的價(jià)值在于豐富和發(fā)展了高職院校課程評(píng)估理論,為基礎(chǔ)類課程的教學(xué)質(zhì)量評(píng)價(jià)及常規(guī)管理提供合理適用的實(shí)施工具,完善了已有的基礎(chǔ)課教學(xué)質(zhì)量評(píng)價(jià)體系,有利于加強(qiáng)教學(xué)管理；為高職基礎(chǔ)類課程的教學(xué)改革提供一些實(shí)證性參考和依據(jù),有助于提高教學(xué)質(zhì)量。評(píng)價(jià)過程中運(yùn)用了層次分析法和模糊綜合評(píng)價(jià)方法,根據(jù)評(píng)價(jià)主體的不同設(shè)計(jì)了不同的評(píng)價(jià)指標(biāo),并賦予了不同的權(quán)重,因此就降低了由于評(píng)價(jià)主體的個(gè)人原因所導(dǎo)致的計(jì)算值和真實(shí)值之間的誤差,具有一定的實(shí)踐意義,同時(shí)可以方便、客觀地評(píng)價(jià)教師的教學(xué)水平。本研究的創(chuàng)新之處在于構(gòu)建出既具高職教育課堂教學(xué)共性、又體現(xiàn)基礎(chǔ)類學(xué)科特色的全面性、合理性與可操作性相結(jié)合的評(píng)價(jià)指標(biāo)體系,并對(duì)指標(biāo)進(jìn)行了詳盡的解析；它既充分利用了高職課堂教學(xué)質(zhì)量評(píng)價(jià)指標(biāo)體系的優(yōu)點(diǎn),又體現(xiàn)出了教學(xué)的規(guī)律和特點(diǎn)、教學(xué)改革和發(fā)展的思路等。本文所研究的評(píng)價(jià)方法也可用于決策經(jīng)濟(jì)和工程生活其他領(lǐng)域的相關(guān)問題,具有很強(qiáng)的可行性、可移植性和可擴(kuò)充性。
[Abstract]:This paper compares the present situation of teaching quality of basic courses in higher vocational colleges at home and abroad. This paper analyzes the problems existing in the teaching and management of the basic courses in K Vocational College, and investigates the present situation of the teaching of the basic courses in the K Vocational College. This paper puts forward the problems existing in the teaching of basic courses and students' study in K Vocational College, and analyzes the factors that affect the teaching of basic courses. The reasonable factors of the evaluation index of teaching quality in higher vocational colleges and the teaching quality evaluation index of basic courses are integrated into the new index system to overcome and make up for its shortcomings. Combined with the characteristics of basic courses, the evaluation index system of teaching quality is preliminarily constructed. This paper discusses and studies the connotation and countermeasures of the teaching quality evaluation system of basic courses, and analyzes the indicators in detail, and analyzes the teaching quality of teachers, which is the key factor affecting the teaching of basic courses. Scientific and reasonable evaluation has been carried out. The weight of each index of the evaluation index system of teaching quality has been given by using analytic hierarchy process and the teaching quality of teachers has been evaluated by the method of fuzzy comprehensive evaluation. And the evaluation results were analyzed. Finally, the theory of the study was applied to the case and the system analysis was carried out. This paper puts forward some effective measures to improve the teaching quality of basic courses in K Vocational College, and discusses the contents of teaching quality evaluation of basic courses in higher vocational colleges and the common quality management methods: the selection of total quality management is discussed. Application of 6 蟽 quality management methods. The value of this study is to enrich and develop the theory of curriculum evaluation in higher vocational colleges and to provide reasonable and applicable tools for teaching quality evaluation and routine management of basic courses. Improve the existing basic course teaching quality evaluation system, which is conducive to strengthening teaching management; It provides some practical reference and basis for the teaching reform of basic courses in higher vocational education, and helps to improve the teaching quality. The AHP and fuzzy comprehensive evaluation methods are used in the evaluation process. According to the different evaluation subjects designed different evaluation indicators and given different weights, so it reduces the error between the calculation value and the real value caused by the individual reason of the evaluation subject. It has certain practical significance, at the same time can be convenient, objective evaluation of the teaching level of teachers. The innovation of this study lies in the construction of higher vocational education classroom teaching generality. It also embodies the comprehensive characteristics of basic disciplines, rationality and operability of the combination of the evaluation index system, and detailed analysis of the indicators; It not only makes full use of the advantages of the evaluation index system of classroom teaching quality in higher vocational education, but also reflects the law and characteristics of teaching. The evaluation method studied in this paper can also be used to make decisions on related problems in economy and other fields of engineering life, which has strong feasibility, portability and expansibility.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G712

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