本文選題：普通高校 + 教師教學(xué)工作量��； 參考：《南方醫(yī)科大學(xué)》2013年碩士論文

【摘要】：1.研究背景和意義 教學(xué)工作量測(cè)評(píng)是指通過定性和定量指標(biāo)反映教師教學(xué)工作的現(xiàn)實(shí)以及隱性的教學(xué)付出量的活動(dòng)之一�？茖W(xué)、合理、公平的教學(xué)工作量測(cè)評(píng)體系是對(duì)教師績(jī)效考核的前提和基礎(chǔ),它能有效地保障教育質(zhì)量,促進(jìn)教師執(zhí)教能力的發(fā)展；也是教育行政機(jī)構(gòu)了解教師工作狀況,監(jiān)控教師執(zhí)教過程的重要手段。良好的教師教學(xué)工作測(cè)評(píng)能夠充分調(diào)動(dòng)廣大高校教師的教學(xué)積極性,最大限度地發(fā)揮他們的主觀能動(dòng)性；也能及時(shí)地發(fā)現(xiàn)教師教學(xué)工作中的問題,提高教師的教學(xué)工作效率,促進(jìn)教師的專業(yè)成長(zhǎng),進(jìn)而提高學(xué)校整體的教育質(zhì)量。 但是,當(dāng)前普通高校教師教學(xué)工作量測(cè)評(píng)存在著諸多的問題,比如說,評(píng)價(jià)的內(nèi)容不夠全面、評(píng)價(jià)的方法不夠合理,未能真實(shí)體現(xiàn)教師的教學(xué)付出和教學(xué)業(yè)績(jī),教師的教學(xué)勞動(dòng)價(jià)值未能得到應(yīng)有的認(rèn)同等等,使得教師投入教學(xué)的積極性得不到有效發(fā)揮。本課題以普通高校教師本科教學(xué)工作量測(cè)評(píng)為切入點(diǎn),嘗試討論和分析這一問題,以期能提出改進(jìn)建議。 2.研究?jī)?nèi)容 探討當(dāng)前普通高校教師本科生教學(xué)工作量測(cè)評(píng)的現(xiàn)狀,分析存在的主要問題,討論普通高校教師本科生教學(xué)工作量測(cè)評(píng)需要關(guān)注的主要內(nèi)容,提出改進(jìn)的對(duì)策和建議。檢索和確定了59篇文獻(xiàn),探討了普通高校教學(xué)工作量測(cè)評(píng)的國(guó)內(nèi)外研究概況,比較了國(guó)內(nèi)外5所院校的普通高校教學(xué)工作量測(cè)評(píng)的基本情況,在1個(gè)單位對(duì)236個(gè)對(duì)象進(jìn)行了問卷調(diào)查。 3.研究目的 通過文獻(xiàn)研究、政策分析、比較研究、總結(jié)歸納,解讀普通高校教學(xué)工作量測(cè)評(píng)的理論、政策、經(jīng)驗(yàn),探討我國(guó)普通高校教師教學(xué)工作量測(cè)評(píng)的現(xiàn)狀,為推進(jìn)這一工作提供借鑒。 對(duì)比一些高�，F(xiàn)行的教學(xué)工作量制度進(jìn)行分析研究,揭示普通高校教師本科生教學(xué)工作量測(cè)評(píng)中存在的主要問題,并結(jié)合當(dāng)前工作實(shí)際提出解決的對(duì)策和建議。 4.研究方法 本研究運(yùn)用了文獻(xiàn)研究、政策分析、案例比較、問卷調(diào)查等方法。課題設(shè)計(jì)的整體思路分為三個(gè)步驟：首先是定性研究,其次是實(shí)證分析,最后是歸納演繹。在大量學(xué)術(shù)論文、政策法規(guī)等文獻(xiàn)資料的基礎(chǔ)上,通過文獻(xiàn)研究、國(guó)內(nèi)外比較、案例剖析、總結(jié)提煉進(jìn)行多方位多角度的定性研究；通過問卷調(diào)查與統(tǒng)計(jì)分析來進(jìn)一步實(shí)證分析,獲得不同調(diào)查對(duì)象群體對(duì)問卷內(nèi)容的認(rèn)同度,了解不同群體的認(rèn)知差異；在定性研究、實(shí)證分析的基礎(chǔ)上,進(jìn)行歸納推理、演繹拓展。 5.研究結(jié)果 5.1揭示了普通高校教師本科教學(xué)工作量測(cè)評(píng)存在的主要問題 (1)評(píng)價(jià)內(nèi)容不全面；(2)測(cè)評(píng)程序過于復(fù)雜；(3)測(cè)評(píng)內(nèi)容項(xiàng)目過細(xì)過多；(4)測(cè)評(píng)標(biāo)準(zhǔn)不夠科學(xué)；(5)缺乏體現(xiàn)教學(xué)質(zhì)量的標(biāo)準(zhǔn);(6)課程差異難以體現(xiàn)；(7)間接投入、隱性工作量不易評(píng)價(jià)；(8)缺少教師基本工作量的規(guī)定；(9)與科研工作量測(cè)評(píng)差距大；(10)與其他類型層次(成教、研究生)教育評(píng)價(jià)差距大。 5.2討論了普通高校教師本科教學(xué)工作量測(cè)評(píng)需關(guān)注的主要內(nèi)容 (1)課程教學(xué)(課堂教學(xué)、備課、課后輔導(dǎo)(包括閱改實(shí)驗(yàn)報(bào)告、作業(yè))、課程考試)；(2)實(shí)踐教學(xué)(實(shí)驗(yàn)教學(xué)、實(shí)習(xí)指導(dǎo)、社會(huì)實(shí)踐、畢業(yè)設(shè)計(jì))；(3)本科生課外指導(dǎo)(本科生導(dǎo)師、科技創(chuàng)新活動(dòng)指導(dǎo)、畢業(yè)論文及畢業(yè)設(shè)計(jì)、各類競(jìng)賽指導(dǎo))；(4)教育教學(xué)改革(教育教改課題、教學(xué)論文、教學(xué)改革和研究學(xué)術(shù)會(huì)議報(bào)告、本科教學(xué)質(zhì)量工程)；(5)基本教學(xué)建設(shè)(教育技術(shù)現(xiàn)代化、教材編寫、教學(xué)大綱編寫、教學(xué)計(jì)劃制定、教學(xué)網(wǎng)站、課件等信息化建設(shè)、輔助教學(xué)(教學(xué)秘書、教學(xué)管理人員輔助工作)、教學(xué)組織管理；(6)其它教學(xué)活動(dòng)(教學(xué)競(jìng)賽、教學(xué)示范課、公開課、選修課、課外講座、教學(xué)督導(dǎo)、教育教學(xué)政策咨詢、招生就業(yè)輔助工作)。 5.3提出了普通高校教師本科教學(xué)工作量測(cè)評(píng)的改進(jìn)對(duì)策和建議 (1)選擇合適評(píng)價(jià)管理模式；(2)科學(xué)制定教學(xué)工作量評(píng)測(cè)的基本原則； (3)合理確定評(píng)測(cè)對(duì)象和內(nèi)容；(4)建立動(dòng)態(tài)調(diào)控機(jī)制；(5)加強(qiáng)政策統(tǒng)籌。 6.研究的特色與創(chuàng)新 研究系統(tǒng)總結(jié)和分析了當(dāng)前普通高校教師教學(xué)工作量測(cè)評(píng)的現(xiàn)狀,簡(jiǎn)要比較分析了國(guó)內(nèi)外的基本情況,對(duì)國(guó)內(nèi)若干所院校的實(shí)際方案進(jìn)行了比較,揭示了主要的問題,討論了普通高校教師本科教學(xué)工作量測(cè)評(píng)的主要內(nèi)容,提出了改進(jìn)的對(duì)策和建議。
[Abstract]:1. research background and significance
The evaluation of teaching workload is one of the activities that reflect the reality of teachers' teaching work by qualitative and quantitative indicators and the recessive teaching effort. The scientific, reasonable and fair teaching workload evaluation system is the prerequisite and foundation for the performance assessment of teachers. It can effectively guarantee the quality of education and promote the development of teachers' teaching ability. It is an important means for the educational administration to understand the situation of teachers' work and monitor the teaching process of teachers. Good teachers' teaching evaluation can fully arouse the enthusiasm of the teachers in Colleges and universities and maximize their subjective initiative, and can also find out the problems in Teachers' teaching work in time and improve the teachers' teaching workers. To improve teachers' professional development and improve their overall quality of education.
However, there are many problems in the evaluation of teachers' teaching work, for example, the content of the evaluation is not comprehensive enough, the method of evaluation is not reasonable enough, the teacher's teaching and teaching performance can not be truly reflected, the teacher's teaching value has not been recognized and so on, which makes the teachers' enthusiasm for teaching. This subject takes the evaluation of the workload of undergraduate teaching as a breakthrough point, and tries to discuss and analyze the problem in order to put forward some suggestions for improvement.
2. research content
This paper probes into the current situation of the assessment of the teaching workload of undergraduate students in ordinary colleges and universities, analyzes the main problems that exist, and discusses the main contents of the evaluation of the teaching workload of the undergraduate students of ordinary colleges and universities, and puts forward the countermeasures and suggestions for improving the teaching work. 59 documents are retrieved and determined, and the domestic and foreign research on the evaluation of the teaching workload in ordinary colleges and universities is discussed. The general situation of teaching workload in 5 colleges and universities at home and abroad was compared, and a questionnaire survey was conducted among 236 subjects in 1 units.
3. purpose of research
Through literature research, policy analysis, comparative study, summary and summary, the theory, policy and experience of teaching workload evaluation in ordinary colleges and universities are interpreted to discuss the current situation of teaching workload evaluation of teachers in Colleges and universities in China, and to provide reference for the promotion of this work.
This paper analyzes the current teaching workload system in some colleges and universities, and reveals the main problems in the evaluation of the teaching workload of undergraduate students, and puts forward solutions and suggestions based on the current work practice.
4. research methods
This study uses literature research, policy analysis, case comparison, questionnaire survey and other methods. The whole idea of the project design is divided into three steps: first, qualitative research, second is empirical analysis, and finally is inductive deduction. On the basis of a large number of academic papers, policies and regulations and other documents, through literature research, domestic and foreign comparison, case profile Analysis, summarizing and refining the qualitative research of multi direction and multi angle; through the questionnaire survey and statistical analysis to further empirical analysis, obtain the identification degree of the questionnaire content of different group of respondents, understand the cognitive differences of different groups, on the basis of qualitative research, empirical analysis, inductive reasoning, deductive expansion.
5. research results
5.1, it reveals the main problems of undergraduate teaching workload assessment in Colleges and universities.
(1) the evaluation content is not comprehensive; (2) the evaluation procedure is too complex; (3) the evaluation content project is too thin; (4) the evaluation standard is not scientific enough; (5) the lack of teaching quality standards; (6) the curriculum difference is difficult to reflect; (7) indirect input, the implicit workload is not easy to evaluate; (8) lack of the basic workload of teachers; (9) and research workload (9) There is a big gap between the assessment and (10) there is a big gap in educational evaluation with other types (adult education and postgraduate).
5.2, the main contents that need to be paid attention to in undergraduate teaching workload evaluation are discussed.
(1) course teaching (classroom teaching, lesson preparation, after-school guidance (including reform experiment report, homework), course examination); (2) practical teaching (experimental teaching, practice guidance, social practice, graduation design); (3) undergraduate extracurricular instruction (undergraduate tutor, guidance of science and technology innovation activities, graduation thesis and graduation design, various competitions guidance); (4) education teaching Study reform (education reform project, teaching paper, teaching reform and research conference report, undergraduate teaching quality project); (5) basic teaching construction (education technology modernization, textbook compilation, teaching outline writing, teaching plan formulation, teaching website, courseware and other information construction, auxiliary teaching (Teaching Secretary, teaching management staff assisting work) ), teaching organization and management; (6) other teaching activities (teaching competition, teaching demonstration courses, open courses, elective courses, extracurricular lectures, teaching supervision, education and teaching policy consultation, admissions and employment assistance).
5.3, put forward the improvement measures and suggestions of undergraduate teaching workload evaluation of ordinary universities.
(1) choose the appropriate evaluation management mode; (2) scientifically formulate the basic principles of teaching workload evaluation;
(3) reasonably determine the object and content of the evaluation; (4) establish a dynamic regulatory mechanism; (5) strengthen policy co-ordination.
6. characteristics and innovation of research
The research system summarizes and analyzes the current situation of teaching workload evaluation of teachers in ordinary universities and colleges, briefly compares and analyses the basic situation at home and abroad, compares the actual projects in several colleges and universities in China, reveals the main problems, discusses the main contents of the evaluation of the workload of the teachers in ordinary colleges and universities, and puts forward the improvement. Countermeasures and suggestions.

【學(xué)位授予單位】：南方醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G647.3

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