本文關(guān)鍵詞：基于學(xué)生成績數(shù)據(jù)庫對教師教學(xué)質(zhì)量的綜合分析　出處：《河北經(jīng)貿(mào)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 試卷質(zhì)量 影響因素 聚類分析 Logistic回歸

【摘要】：目前,大家普遍認(rèn)為教師教學(xué)質(zhì)量在教育教學(xué)過程中具有舉足輕重的地位,而學(xué)生的期末考試成績是檢驗(yàn)教師教學(xué)質(zhì)量的方式之一。因此,通過期末考試試卷來評價(jià)教師的教學(xué)質(zhì)量的高低是非�？尚械�。在本文中,首先使用Clementine軟件對原始數(shù)據(jù)進(jìn)行處理,由于公共課和專業(yè)課的課程性質(zhì)不同,采取對公共課和專業(yè)課分別進(jìn)行分析。由于樣本量較大,使用Matlab軟件計(jì)算出正態(tài)性、相關(guān)系數(shù)、均值和標(biāo)準(zhǔn)差四個(gè)指標(biāo)對試卷的整體進(jìn)行分析,將試卷的整體進(jìn)行描述后,再利用SPSS軟件建立模型,使用聚類分析和Logistic回歸分析挖掘出影響試卷質(zhì)量的因素。通過上述分析,并得出以下結(jié)論:(1)從相關(guān)管理部門角度來看,相關(guān)部門管理力度的不同,導(dǎo)致試卷質(zhì)量高低不同;(2)從教師自身原因來看,教師的教學(xué)態(tài)度、教學(xué)水平、對學(xué)生的了解程度等因素的不同,導(dǎo)致期末試卷質(zhì)量有所差異;(3)從學(xué)生原因來看,學(xué)生課上對知識(shí)點(diǎn)的掌握程度和課上的認(rèn)真程度,課下復(fù)習(xí)的是否及時(shí),都會(huì)影響期末試卷的成績。針對反映出來的問題提出以下建議:(1)從相關(guān)管理部門來看,學(xué)院應(yīng)加強(qiáng)對教師的管理,及時(shí)對教師備課的教案進(jìn)行檢查,相關(guān)領(lǐng)導(dǎo)隨時(shí)抽查教師的上課狀況;(2)從教師自身來看,教師在平時(shí)教學(xué)過程中要因材施教,制定出適合大多數(shù)學(xué)生的教學(xué)計(jì)劃,課前做好備課工作,保持認(rèn)真的教學(xué)態(tài)度,提高自身的教學(xué)組織能力和教學(xué)水平;(3)從學(xué)生方面來看,學(xué)生應(yīng)保證出勤率,課上認(rèn)真聽講,及時(shí)做筆記,課下及時(shí)復(fù)習(xí),掌握課上老師講的重點(diǎn)難點(diǎn),提升自身的能力。
[Abstract]:At present, it is generally believed that the teaching quality of teachers plays an important role in the process of education and teaching, and the final examination results of students are one of the ways to test the teaching quality of teachers. It is very feasible to evaluate the teaching quality of teachers through the final examination papers. In this paper, we first use Clementine software to process the original data. Because of the different nature of the common course and the professional course, the common course and the professional class are analyzed separately. Because of the large sample size, the normality and correlation coefficient are calculated by using Matlab software. The mean value and standard deviation are used to analyze the whole test paper. After describing the whole test paper, the SPSS software is used to establish the model. Cluster analysis and Logistic regression analysis are used to find out the factors that affect the quality of the test paper. Through the above analysis, the following conclusions are drawn: 1) from the perspective of relevant management departments. The different management dynamics of relevant departments lead to different quality of test papers; (2) from the teacher's own reason, the teacher's teaching attitude, the teaching level, the student's understanding degree and so on factor difference, causes the final examination paper quality to have the difference; From the point of view of student reasons, the degree of students' mastery of knowledge points and the degree of seriousness in class, and whether it is timely to review them under the class. From the perspective of relevant management departments, the college should strengthen the management of teachers and timely check the teaching plan of teachers' preparation. Relevant leaders at any time spot check the teacher's class status; 2) from the teacher's own point of view, the teacher should teach according to his aptitude in the course of normal teaching, draw up the teaching plan suitable for most students, prepare lessons before class, and maintain a serious teaching attitude. Improve their own teaching organization ability and teaching level; From the point of view of students, students should ensure attendance, listen carefully in class, take notes in time, review in time after class, master the key points and difficulties of teachers in class, and improve their own ability.
【學(xué)位授予單位】：河北經(jīng)貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642.0
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本文編號(hào)：1416457