本文選題：術(shù)科教師　切入點(diǎn)：教學(xué)績(jī)效　出處：《成都體育學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：術(shù)科是體育院校辦學(xué)特色和優(yōu)勢(shì)的主要載體,術(shù)科教師作為術(shù)科教學(xué)活動(dòng)的實(shí)施者,是提高術(shù)科教學(xué)質(zhì)量的擔(dān)當(dāng)者、主力軍和促進(jìn)派。因此對(duì)術(shù)科教師教學(xué)績(jī)效進(jìn)行評(píng)價(jià)也就成為了體育院校人力資源管理的一項(xiàng)重要內(nèi)容。但當(dāng)前多數(shù)體育院校是術(shù)科與學(xué)科教師共用一套教學(xué)績(jī)效評(píng)價(jià)指標(biāo),忽略了術(shù)科為操作式技術(shù)性教學(xué),其組織形式和教學(xué)內(nèi)容均不同于學(xué)科的事實(shí),加之存在：評(píng)價(jià)目的模糊、評(píng)價(jià)主體單一、評(píng)價(jià)內(nèi)容不全面、評(píng)價(jià)方法待改進(jìn)等問(wèn)題,各體育院�，F(xiàn)行術(shù)科教師教學(xué)績(jī)效評(píng)價(jià)體系幾乎都有待改進(jìn)和完善。本論文是在對(duì)國(guó)內(nèi)外高校教師教學(xué)績(jī)效評(píng)價(jià)的實(shí)踐發(fā)展脈絡(luò)和理論研究現(xiàn)狀進(jìn)行梳理總結(jié)的基礎(chǔ)上,以價(jià)值理論、系統(tǒng)理論、激勵(lì)理論為指導(dǎo),從明確評(píng)價(jià)目的、選擇評(píng)價(jià)方法、設(shè)計(jì)評(píng)價(jià)指標(biāo)體系、確定評(píng)價(jià)主體四個(gè)維度對(duì)體育院校術(shù)科教師教學(xué)績(jī)效評(píng)價(jià)體系構(gòu)建進(jìn)行了探析,研究的主要內(nèi)容及結(jié)論包括：基于對(duì)獎(jiǎng)懲性和發(fā)展性教師教學(xué)績(jī)效評(píng)價(jià)地比較分析,提出術(shù)科教師教學(xué)績(jī)效評(píng)價(jià)目的應(yīng)是在不放棄獎(jiǎng)優(yōu)罰劣管理的同時(shí),最大限度地發(fā)揮其診斷提高功能,即：在調(diào)動(dòng)術(shù)科教師教學(xué)積極性的同時(shí),促進(jìn)術(shù)科教師業(yè)務(wù)水平和學(xué)校術(shù)科教學(xué)質(zhì)量提升。在總結(jié)歸納前人對(duì)現(xiàn)有評(píng)價(jià)方法所做研究的基礎(chǔ)上,根據(jù)評(píng)價(jià)目的、評(píng)價(jià)對(duì)象特點(diǎn)以及評(píng)價(jià)過(guò)程操作的可行性確定選擇360度反饋法多角度、全方位的對(duì)術(shù)科教師教學(xué)績(jī)效進(jìn)行評(píng)價(jià),并就其主要內(nèi)涵及實(shí)施步驟進(jìn)行了說(shuō)明。明確了評(píng)價(jià)指標(biāo)體系的構(gòu)成要素和設(shè)計(jì)原則；采用專家訪談法、德?tīng)柗品〝M定了評(píng)價(jià)指標(biāo),包括：課程教學(xué)、指導(dǎo)實(shí)訓(xùn)實(shí)習(xí)、指導(dǎo)畢業(yè)論文(設(shè)計(jì))、教材及課程建設(shè)4項(xiàng)一級(jí)指標(biāo)以及逐層分解所獲得的12項(xiàng)二級(jí)指標(biāo)和42項(xiàng)三級(jí)指標(biāo)；通過(guò)層次分析法確定了體現(xiàn)上述各項(xiàng)評(píng)價(jià)指標(biāo)重要性程度的權(quán)重；并按“優(yōu)秀、良好、合格、不合格”4級(jí)劃分設(shè)定了指標(biāo)評(píng)價(jià)等次。依據(jù)360度反饋法原理,在選擇學(xué)生、同行專家、領(lǐng)導(dǎo)以及教師本人作為術(shù)科教師教學(xué)績(jī)效評(píng)價(jià)主體的同時(shí),篩選確定了每項(xiàng)評(píng)價(jià)指標(biāo)所適用的評(píng)價(jià)主體以及不同主體評(píng)價(jià)結(jié)果的權(quán)重。
[Abstract]:The technical subject is the main carrier of the characteristics and advantages of the physical education colleges and universities. As the executor of the technical teaching activities, the technical teachers are responsible for improving the teaching quality of the technical subjects. Therefore, the evaluation of teaching performance of technical teachers has become an important part of human resource management in physical education colleges. However, at present, most sports colleges and universities share a set of teaching performance evaluation indicators with their subject teachers. The fact that the technical subject is an operational technical teaching is ignored, and its organizational form and teaching content are all different from those of the subject. In addition, there are some problems, such as vague evaluation purpose, single evaluation subject, incomplete evaluation content, and the evaluation method to be improved, etc. Almost all the current teaching performance evaluation systems of technical teachers in physical education colleges need to be improved and perfected. This paper is based on the summary of the current situation of theoretical research and practice development of teaching performance evaluation in colleges and universities at home and abroad. Under the guidance of value theory, system theory and incentive theory, the evaluation method is chosen, and the evaluation index system is designed. This paper analyzes the construction of teaching performance evaluation system of technical teachers in physical education colleges from four dimensions. The main contents and conclusions are as follows: based on the comparative analysis of rewards and punishments and developmental teachers' teaching performance evaluation. It is proposed that the purpose of teaching performance evaluation of technical teachers should be not to give up the management of rewards and penalties, but also to give full play to its diagnosis and improvement function, that is, to mobilize the teaching enthusiasm of technical teachers at the same time, To promote the professional level of technical teachers and the quality of teaching in schools. On the basis of summing up the previous researches on existing evaluation methods, according to the purpose of evaluation, The characteristics of the evaluation object and the feasibility determination of the operation of the evaluation process the 360 degree feedback method is adopted to evaluate the teaching performance of the technical teachers in all directions. It also explains its main connotation and implementation steps, clarifies the constituent elements and design principles of the evaluation index system, uses the method of expert interview and Delphi's method to draw up the evaluation index, including course teaching, guiding practical practice, and so on. Guiding graduation thesis (design, teaching materials and curriculum construction 4 first class indicators and 12 secondary indicators and 42 third level indicators obtained from the decomposition of each layer), through the analytic hierarchy process to determine the weight of the importance of the above evaluation indicators; According to the four levels of "excellent, good, qualified and not qualified", the index evaluation grade is set. According to the principle of 360-degree feedback method, students, experts, leaders and teachers themselves are selected as the main body of teaching performance evaluation of technical teachers. The weight of the evaluation subject and the evaluation results of different subjects were determined by screening each evaluation index.
【學(xué)位授予單位】：成都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G807.4

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