本文關(guān)鍵詞：高校信息化教學(xué)質(zhì)量評(píng)價(jià)研究　出處：《南京師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 信息化教學(xué) 教學(xué)質(zhì)量 評(píng)價(jià)

【摘要】：隨著信息技術(shù)的不斷發(fā)展,高校信息化教育也有了長(zhǎng)足發(fā)展。高校信息化教學(xué)是高校信息化教育的重要組成,科學(xué)、合理的評(píng)價(jià)高校信息化教學(xué)質(zhì)量對(duì)于引導(dǎo)信息化教育快速、健康、有序發(fā)展具有重要意義。但目前我國(guó)高校信息化教學(xué)質(zhì)量評(píng)價(jià)工作尚在探索階段,沒(méi)有形成統(tǒng)一的標(biāo)準(zhǔn)。因此,探討高校信息化教學(xué)質(zhì)量評(píng)價(jià)是目前我國(guó)高校信息化教學(xué)研究中的重要課題。 本文從我國(guó)高校信息化教學(xué)的實(shí)際出發(fā),在研究大量相關(guān)文獻(xiàn)資料和專家訪談的基礎(chǔ)上闡釋了高校信息化教學(xué)質(zhì)量的內(nèi)涵,并提取了影響我國(guó)高校信息化教學(xué)質(zhì)量的因素,主要包括：教師、學(xué)生、教學(xué)內(nèi)容、教學(xué)環(huán)境等因素。以多元智能理論、形成性評(píng)價(jià)理論、發(fā)展性評(píng)價(jià)理論、后現(xiàn)代評(píng)價(jià)理論為基礎(chǔ),并結(jié)合信息化教學(xué)質(zhì)量評(píng)價(jià)的原則,采用文獻(xiàn)研究、專家評(píng)議相結(jié)合的方法,確定了我國(guó)高校信息化教學(xué)質(zhì)量評(píng)價(jià)的指標(biāo)及權(quán)重,包括一級(jí)指標(biāo)4項(xiàng),二級(jí)指標(biāo)10項(xiàng),三級(jí)指標(biāo)29項(xiàng)；評(píng)價(jià)主體包括：教師、學(xué)生、教學(xué)管理者。本文針對(duì)高校信息化教學(xué)質(zhì)量評(píng)價(jià)的特點(diǎn),還提出了一些新的評(píng)價(jià)方法和手段,如教師自我分析量表、教學(xué)博客、關(guān)鍵事件法、教學(xué)錄播系統(tǒng)、校園BBS調(diào)查、基于網(wǎng)絡(luò)教學(xué)平臺(tái)的評(píng)價(jià)、多媒體設(shè)備管理系統(tǒng)、學(xué)生電子檔案袋等等,并且構(gòu)建了高校信息化教學(xué)質(zhì)量評(píng)價(jià)的模型。最終,本文給出了高校信息化教學(xué)質(zhì)量評(píng)價(jià)的策略,主要包括：加強(qiáng)高校信息化教學(xué)質(zhì)量評(píng)價(jià)機(jī)構(gòu)的建設(shè)力度；明確高校信息化教學(xué)質(zhì)量評(píng)價(jià)的基本任務(wù)和實(shí)施原則；關(guān)注高校信息化教學(xué)過(guò)程與其質(zhì)量評(píng)價(jià)的融合；實(shí)施多元化評(píng)價(jià)主體和評(píng)價(jià)標(biāo)準(zhǔn)的全面評(píng)價(jià)；重視評(píng)價(jià)信息的收集與規(guī)范操作；正確對(duì)待高校信息化教學(xué)質(zhì)量評(píng)價(jià)的結(jié)果。 本文還對(duì)南京師范大學(xué)信息化教學(xué)質(zhì)量評(píng)價(jià)工作進(jìn)行了分析研究,發(fā)現(xiàn)文中提出的評(píng)價(jià)手段、方法,評(píng)價(jià)策略在其實(shí)踐中能有所體現(xiàn)。本文提出的我國(guó)高校信息化教學(xué)質(zhì)量評(píng)價(jià)模型和評(píng)價(jià)策略對(duì)高校信息化教學(xué)評(píng)價(jià)的理論研究和實(shí)踐工作都有參考價(jià)值和借鑒作用。
[Abstract]:With the continuous development of information technology, information education in colleges and universities has made great progress. Information teaching in colleges and universities is an important component of information education in colleges and universities. It is of great significance to evaluate the quality of informatization teaching in colleges and universities reasonably for guiding the rapid, healthy and orderly development of information education. However, at present, the evaluation of the quality of informatization teaching in colleges and universities in our country is still in the exploratory stage. There is no unified standard. Therefore, it is an important subject in the research of informatization teaching in our country to probe into the quality evaluation of informatization teaching in colleges and universities. Starting from the reality of information teaching in colleges and universities in China, this paper explains the connotation of the quality of informatization teaching in colleges and universities on the basis of studying a large number of relevant documents and experts' interviews. And extract the factors that affect the quality of information teaching in colleges and universities in China, including: teachers, students, teaching content, teaching environment and other factors, with the theory of multiple intelligence, formative evaluation theory, developmental evaluation theory. On the basis of post-modern evaluation theory and combining with the principles of information teaching quality evaluation, this paper uses the method of literature research and expert evaluation to determine the index and weight of information teaching quality evaluation in colleges and universities in China. It includes 4 first-level indicators, 10 second-level indicators and 29 third-level indicators. The main body of evaluation includes: teachers, students, teaching administrators. According to the characteristics of the evaluation of the quality of college information teaching, this paper also puts forward some new evaluation methods and means, such as teacher self-analysis scale, teaching blog. Key event method, teaching recording and broadcasting system, campus BBS investigation, evaluation based on network teaching platform, multimedia equipment management system, student electronic portfolio and so on. Finally, this paper puts forward the strategies of evaluating the quality of informatization teaching in colleges and universities, including: strengthening the construction of the evaluation institutions of the quality of informatization teaching in colleges and universities; Make clear the basic task and implementation principle of the quality evaluation of information teaching in colleges and universities; Pay attention to the integration of the process of information teaching and its quality evaluation in colleges and universities; Carrying out comprehensive evaluation of multiple evaluation subjects and evaluation standards; Pay attention to the collection and standard operation of evaluation information; To correctly treat the results of the evaluation of the teaching quality of information technology in colleges and universities. This paper also analyzes and studies the evaluation work of information teaching quality in Nanjing normal University, and finds out the evaluation means and methods proposed in this paper. The evaluation strategy can be reflected in its practice. The evaluation model and evaluation strategy proposed in this paper have reference value for the theoretical research and practical work of informatization teaching evaluation in colleges and universities. With.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G642.4;G434

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