【摘要】：在我國(guó)高等教育快速發(fā)展、高等教育規(guī)模擴(kuò)大的當(dāng)下，大學(xué)教育質(zhì)量的狀況及其提高受到政府、社會(huì)、教師、學(xué)生以及學(xué)生家長(zhǎng)的普遍關(guān)注，影響大學(xué)教學(xué)質(zhì)量的因素很多，其中一個(gè)重要因素是大學(xué)到課率，因而要提高大學(xué)教學(xué)質(zhì)量必須關(guān)注大學(xué)到課率。所謂大學(xué)到課率是指課堂教學(xué)時(shí)實(shí)際到課學(xué)生數(shù)與應(yīng)到課學(xué)生數(shù)的比值，它不僅反映學(xué)生到課情況，還能綜合反映大學(xué)生學(xué)習(xí)的狀態(tài)，特別是學(xué)風(fēng)，反映大學(xué)的教學(xué)狀況和教學(xué)管理的狀況。對(duì)大學(xué)到課率及其影響因素與對(duì)策進(jìn)行研究，可為高校采取措施改進(jìn)學(xué)生學(xué)習(xí)、教師教學(xué)和學(xué)校教學(xué)管理進(jìn)而提高到課率和教學(xué)質(zhì)量提供參考，，具有重要意義。論文在比較分析已有研究成果的基礎(chǔ)上，進(jìn)行歸納總結(jié)，采用現(xiàn)場(chǎng)抽查、課堂聽(tīng)課、調(diào)查、利用教學(xué)檢查材料等實(shí)證研究方法，對(duì)大學(xué)到課率現(xiàn)狀進(jìn)行了全面、系統(tǒng)的研究。實(shí)證研究表明，某大學(xué)2012秋季學(xué)期7個(gè)學(xué)院63個(gè)課堂到課率為79.81%，2013年春季20個(gè)學(xué)院2141個(gè)課堂到課率為89%，不同學(xué)院、不同年級(jí)、不同性別的學(xué)生，到課率存在差異。學(xué)生、教師、學(xué)校、社會(huì)因素影響到課率，具體而言，部分學(xué)生學(xué)習(xí)目的不很明確、對(duì)所學(xué)專業(yè)不很喜歡、缺乏較好的綜合素質(zhì)和良好的學(xué)習(xí)心態(tài)，教師教學(xué)水平不很高、教學(xué)內(nèi)容不很豐富、教學(xué)方法不很合理、教學(xué)責(zé)任感不強(qiáng)，學(xué)校對(duì)教學(xué)不很重視、課程設(shè)置不很合理、教學(xué)管理不很嚴(yán)格、教學(xué)環(huán)境不很好，現(xiàn)行教育體制存在弊端、網(wǎng)絡(luò)的負(fù)面影響、嚴(yán)峻的就業(yè)形勢(shì)。國(guó)家教育政策、全面質(zhì)量管理理論、高校資源利用為提高大學(xué)到課率提供了可行性。要提高大學(xué)到課率，可以從學(xué)生、教師、學(xué)校以及社會(huì)四個(gè)方面采取對(duì)策。學(xué)生要明確學(xué)習(xí)目的、培養(yǎng)專業(yè)學(xué)習(xí)熱情、提高自我管理能力、正確面對(duì)壓力，教師要提高教學(xué)水平、豐富教學(xué)內(nèi)容、改進(jìn)教學(xué)方法、增強(qiáng)教學(xué)責(zé)任感，學(xué)校要突出教學(xué)中心、優(yōu)化課程設(shè)置、加強(qiáng)教學(xué)質(zhì)量管理、完善考試方法、加強(qiáng)校園文化建設(shè)，社會(huì)要深化教育體制改革、優(yōu)化網(wǎng)絡(luò)環(huán)境、加大就業(yè)指導(dǎo)。只有這樣，才能充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，提高學(xué)生在教學(xué)活動(dòng)中的參與度，降低學(xué)生逃課，提高學(xué)生到課率，達(dá)到高校人才培養(yǎng)的目標(biāo)。
[Abstract]:With the rapid development of higher education and the expansion of the scale of higher education in our country, the situation and improvement of the quality of university education are generally concerned by the government, society, teachers, students and parents, and there are many factors that affect the quality of university teaching. One of the important factors is the college-to-class rate, so to improve the quality of college teaching, we must pay attention to the college-to-class rate. The so-called college-to-class rate refers to the ratio of the actual number of students to the number of students who should come to class in classroom teaching. It not only reflects the situation of students coming to class, but also comprehensively reflects the state of study of college students, especially the style of study. Reflects the teaching situation and the teaching management condition of the university. It is of great significance for colleges and universities to take measures to improve students' study, teachers' teaching and school teaching management to improve the teaching rate and teaching quality. On the basis of comparing and analyzing the existing research results, this paper makes a comprehensive and systematic study on the present situation of the college to class rate by using the empirical research methods such as spot check, class listening, investigation, teaching inspection materials and so on. The empirical study shows that the classroom to class rate of 67 colleges is 79.81 in the fall semester of 2012, and that of 2141 students in 20 colleges is 89 in spring 2013. There are differences between different colleges, different grades and different genders. Students, teachers, schools, and social factors affect the class rate. In particular, some students do not have a clear purpose of learning, do not like their major, lack a good comprehensive quality and a good learning mentality, and their teaching level is not very high. The teaching content is not very rich, the teaching method is not very reasonable, the teaching responsibility is not strong, the school does not attach great importance to the teaching, the curriculum is not very reasonable, the teaching management is not very strict, the teaching environment is not very good, and the current education system has some drawbacks. The negative impact of the network, the grim employment situation. The national education policy, the theory of total quality management and the utilization of university resources provide the feasibility for improving the class rate. To improve the college-to-class rate, we can take countermeasures from four aspects: students, teachers, schools and society. Students should make clear the purpose of study, cultivate enthusiasm for professional study, improve self-management ability, face the pressure correctly, teachers should improve teaching level, enrich teaching content, improve teaching method, strengthen teaching responsibility, and school should stress teaching center. The society should deepen the reform of educational system, optimize the network environment, and increase the guidance of employment by optimizing the curriculum, strengthening the management of teaching quality, perfecting the method of examination, and strengthening the construction of campus culture. Only in this way can we fully arouse the enthusiasm of students to study, improve the participation of students in teaching activities, reduce students' skipping classes, improve the rate of students to class, and achieve the goal of talent training in colleges and universities.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642

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