本文選題：課堂教學(xué)質(zhì)量評(píng)價(jià) + 最大熵權(quán)學(xué)習(xí)方法��； 參考：《云南師范大學(xué)》2013年碩士論文

【摘要】：教學(xué)質(zhì)量是高校的生命之源，從1985年國家教委頒布《關(guān)于開展高等工程教育評(píng)估研究和試點(diǎn)工作的通知》開始，一些省市相繼啟動(dòng)并逐步關(guān)注高校辦學(xué)水平、專業(yè)、課程的評(píng)估工作。近年來，隨著社會(huì)的發(fā)展，為了提高國民素質(zhì)，提升學(xué)歷，圓更多學(xué)生的大學(xué)夢(mèng)，國家實(shí)施了擴(kuò)大普通高等本�？圃盒Ｕ猩藬�(shù)的教育改革政策。隨著高校的擴(kuò)招，學(xué)生數(shù)量大幅度的增加，在這種情況下，課堂教學(xué)質(zhì)量成為各大高校都十分重視的問題，眾多的課堂教學(xué)質(zhì)量評(píng)價(jià)體系也應(yīng)運(yùn)而生，教學(xué)質(zhì)量評(píng)價(jià)是學(xué)校教育質(zhì)量保障體系中的關(guān)鍵性環(huán)節(jié)，需要從不同的角度、不同的層次和不同的渠道對(duì)教師的教學(xué)活動(dòng)進(jìn)行全面地監(jiān)察、評(píng)價(jià)和反饋。但目前的研究過程，欠缺對(duì)影響課堂教學(xué)質(zhì)量評(píng)價(jià)客觀因素的考慮，本文強(qiáng)調(diào)課堂教學(xué)質(zhì)量評(píng)價(jià)客觀性的作用，以期找到可以客觀給出教師課堂教學(xué)質(zhì)量評(píng)價(jià)的權(quán)重指標(biāo)，以給教師客觀有效的評(píng)價(jià)。 本文的研究工作主要包括以下幾個(gè)方面： （1）對(duì)在課堂教學(xué)質(zhì)量評(píng)價(jià)中存在的客觀性影響因素進(jìn)行研究，通過網(wǎng)上問卷調(diào)查和走訪調(diào)查得到大量基礎(chǔ)數(shù)據(jù)，并運(yùn)用SPSS11.5軟件對(duì)這些數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析，分析結(jié)果表明：課堂教學(xué)質(zhì)量評(píng)價(jià)中存在客觀影響因素，并分析了這些因素對(duì)于評(píng)教結(jié)果的具體影響。 （2）根據(jù)問卷調(diào)查中的參數(shù)和結(jié)論，為了減小這些客觀因素對(duì)評(píng)價(jià)結(jié)果的影響，決定采用先對(duì)數(shù)據(jù)進(jìn)行降噪處理，即利用誤差理論中的格拉布斯準(zhǔn)則、拉依達(dá)準(zhǔn)則來發(fā)現(xiàn)異常數(shù)據(jù)，由決策者選擇用平均值法、最大最小賦值法或者歷史值結(jié)合法來修正異常數(shù)據(jù)，實(shí)現(xiàn)數(shù)據(jù)降噪的目的，然后應(yīng)用加權(quán)的專家(專業(yè)教師或督導(dǎo))評(píng)價(jià)分值來均衡學(xué)生評(píng)價(jià)分值，對(duì)所有學(xué)生的評(píng)分進(jìn)行重新估算，以此構(gòu)建基于專家知識(shí)的數(shù)據(jù)校正模型。給定了兩種權(quán)重計(jì)算方案，由決策者根據(jù)具體情況決定采用哪一種方案進(jìn)行數(shù)據(jù)的校正處理。同時(shí)，采用分階段進(jìn)行評(píng)教的方法，以期弱化影響因素對(duì)于評(píng)價(jià)結(jié)果的影響，另外還能達(dá)到為教師改進(jìn)教學(xué)方法提供依據(jù)，達(dá)到提高教學(xué)質(zhì)量的目的。 （3）分析了現(xiàn)有的一些課堂教學(xué)質(zhì)量評(píng)價(jià)模型，基于加涅的“九大教學(xué)事件”和ARCS學(xué)習(xí)動(dòng)機(jī)模型的理論基礎(chǔ)，綜合考慮具體教學(xué)的步驟，構(gòu)建了課堂教學(xué)質(zhì)量評(píng)價(jià)指標(biāo)體系。體系由3個(gè)一級(jí)指標(biāo)和13個(gè)二級(jí)指標(biāo)構(gòu)成。由于此評(píng)價(jià)模型以客觀性為出發(fā)點(diǎn)，，所以選擇客觀計(jì)算權(quán)重的方法最大熵權(quán)學(xué)習(xí)方法按照層次結(jié)構(gòu)來逐層計(jì)算權(quán)重。為求數(shù)據(jù)的客觀真實(shí)，收集了多個(gè)年級(jí)多門課程多個(gè)專業(yè)的實(shí)際評(píng)教數(shù)據(jù)，將數(shù)據(jù)進(jìn)行歸一化處理后，利用最大熵權(quán)學(xué)習(xí)方法計(jì)算得到教學(xué)準(zhǔn)備的權(quán)向量(ω11,ω12,ω13)和評(píng)價(jià)對(duì)象對(duì)于教學(xué)準(zhǔn)備的綜合值T1j、教學(xué)過程的權(quán)向量(ω21,ω22,ω23,ω24,ω25,ω26,ω27)和評(píng)價(jià)對(duì)象對(duì)于教學(xué)過程的綜合值T2j、教學(xué)效果及反饋的權(quán)向量(ω31,ω32,ω33)和評(píng)價(jià)對(duì)象對(duì)于教學(xué)效果及反饋的綜合值T3j、課堂教學(xué)質(zhì)量評(píng)價(jià)的權(quán)向量(W1,W2,W3)和評(píng)價(jià)對(duì)象對(duì)于課堂教學(xué)質(zhì)量評(píng)價(jià)的綜合值T1j，最終構(gòu)建課堂教學(xué)質(zhì)量評(píng)價(jià)的客觀性模型。 （4）使用Asp.net和SQL Server2005軟件開發(fā)工具實(shí)現(xiàn)了的課堂教學(xué)質(zhì)量評(píng)價(jià)客觀性模型實(shí)驗(yàn)系統(tǒng)，并對(duì)實(shí)際的數(shù)據(jù)進(jìn)行對(duì)比分析，包括：未經(jīng)過處理的原始數(shù)據(jù)所得的權(quán)重結(jié)果和通過基于專家知識(shí)的數(shù)據(jù)校正模型處理過的權(quán)重結(jié)果，另外針對(duì)某老師的上課情況，利用某高校之前的課堂教學(xué)質(zhì)量評(píng)價(jià)模型得到的評(píng)價(jià)結(jié)果和利用課堂教學(xué)質(zhì)量評(píng)價(jià)客觀性模型得到的評(píng)價(jià)結(jié)果。實(shí)驗(yàn)結(jié)果表明本文提出的評(píng)價(jià)模型是可行、有效的。
[Abstract]:The quality of teaching is the source of life in Colleges and universities. From the notice issued by the State Education Committee in 1985 on the research and pilot work of higher engineering education evaluation, some provinces and cities began to start and gradually pay attention to the level, professional and curriculum evaluation of colleges and universities. In recent years, with the development of the society, in order to improve the quality of the people and improve their educational background, With more students' college dreams, the country has implemented the educational reform policy of expanding the number of students in ordinary colleges and universities. With the enrollment expansion of colleges and universities, the number of students has increased greatly. In this case, the quality of classroom teaching has become a very important issue in all universities, and a large number of classroom teaching quality evaluation systems have emerged. Teaching quality evaluation is the key link in the quality assurance system of school education. It is necessary to monitor, evaluate and feedback the teaching activities of teachers from different angles, different levels and different channels. However, the current research process is lacking in the consideration of the objective factors affecting the evaluation of classroom teaching quality. This paper emphasizes the class. The objective of teaching quality evaluation is to find out the weight indicators that can objectively evaluate teachers' classroom teaching quality, so as to give teachers an objective and effective evaluation.
The research work in this paper includes the following aspects:
(1) to study the influence factors of objectivity in the evaluation of classroom teaching quality, and get a large number of basic data through online questionnaire survey and interview survey, and use SPSS11.5 software to analyze these data. The results show that there are objective factors in the evaluation of classroom teaching quality, and these factors are analyzed. The specific influence on the results of teaching evaluation.
(2) according to the parameters and conclusions in the questionnaire survey, in order to reduce the impact of these objective factors on the evaluation results, it is decided to reduce the noise of the data first. That is, using the grabus criterion in the error theory and the LADA criterion to find out the abnormal data, the decision makers choose the average value method, the maximum minimum assignment method or the historical value knot. It is legitimate to amend abnormal data to achieve the purpose of data noise reduction, and then apply the weighted expert (professional teacher or supervision) evaluation score to balance student evaluation score, and reestimate the scores of all students, so as to construct a data correction model based on expert knowledge. Two weights are given by the decision-makers. The situation determines which kind of scheme is used to correct the data correction. At the same time, the method of teaching evaluation by stages is adopted in order to weaken the influence of the influence factors on the evaluation results. In addition, it can provide the basis for the teachers to improve the teaching methods and improve the teaching quality.
(3) analysis of the existing classroom teaching quality evaluation model, based on Gagne's "nine major teaching events" and the theoretical basis of ARCS learning motivation model, comprehensive consideration of specific teaching steps, construction of classroom teaching quality evaluation index system. The system is composed of 3 first level indexes and 13 two grade indexes. The view is the starting point, so the method of maximum entropy weight learning method is chosen by the method of objective calculation weight. In order to seek the objective truth of the data, the actual evaluation data of multiple courses and multiple courses in multiple grades are collected. After the data is normalized, the maximum entropy weight learning method is used to get the teaching. The weight vectors (omega 11, Omega 12, Omega 13) and the evaluation object's comprehensive value T1j for teaching preparation, the weights of the teaching process (omega 21, Omega 22, Omega 23, Omega 24, Omega 24, Omega 25, Omega 26, Omega 27) and the evaluation object for the teaching process T2j, the teaching effect and the feedback weight vector (omega 31, Omega 32, Omega 33) and the comprehensive value T3j for the teaching effect and feedback, The weight vector (W1, W2, W3) of classroom teaching quality evaluation and the comprehensive value T1j of evaluation object for classroom teaching quality evaluation, and finally construct the objectivity model of classroom teaching quality evaluation.
(4) the objective model experiment system is implemented by using Asp.net and SQL Server2005 software development tools, and the actual data are compared and analyzed, including the weight results obtained from the raw data and the weight results processed by the data correction model based on the expert knowledge. The evaluation results obtained from the classroom teaching quality evaluation model before a certain university and the evaluation results obtained by using the classroom teaching quality evaluation objective model. The results show that the evaluation model proposed in this paper is feasible and effective.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G647

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本文編號(hào)：1949353