高等教育教学质量形成机理、有效教学评价及质量管理体系构建研究
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摘要
国家的竞争归根结底是人才的竞争。高校作为人才培养的基地,卓越的教学质量是其自身发展、社会进步和国家综合竞争力提高的根本保证。高等教育的质量问题历来是社会关注的热点,虽然不少研究者对高等教育问题进行探讨,但是相关文献研究表明多数研究者将注意力集中在教师教学有效性的研究上,而忽视了教学系统因素的协同作用研究,尤其是学生的学习能动性在高等教育教学质量形成机理中的作用研究。因此,本文在高等教育背景下系统地研究教学质量,探讨高等教育教学质量形成的机理,建立有效教学评价模型,构建高等教育教学质量管理体系。对引导大学生进行高效率学习和促进高校本科教学质量的整体改进具有较高的指导意义和应用价值。
本文的第一部分(第2,3章)是高等教育教学质量形成机理研究。本文的研究假设和概念模型是建立在系统吸取前人理论成果的基础上,致力于研究高等教育教学关键系统因素对教学质量形成的影响以及关键系统因素之间的相互作用关系。论文建立结构方程模型,分析检验高等教育教学系统各维度对教学结果各维度的直接和间接作用。模型中,本文将学生作用分为学习动机和学习行为两个维度,教师作用分为教师素质、教学态度和教学行为三个维度,教学结果从学生学习结果和学生满意两个维度测评,教学支持统一归在教学环境中进行研究。
高等教育教学质量形成机理的实证分析分两阶段进行,第一阶段为探索性研究,主要通过因子分析筛选量表问项和形成最终问卷,运用效度及信度分析确定样本数据的可靠性,对概念模型进行分析,修正概念模型;第二阶段是验证性研究,主要是在大范围抽样的基础上,通过对322份有效问卷的实证分析验证探索性研究结果,形成研究结论。
第一部分研究得到如下结论:(1)高等教育教学质量形成是一个复杂的过程。教学系统关键因素不仅对教学质量的形成具有显著的直接作用,还通过对其它系统因素的影响间接影响教学质量,具有间接效应。(2)教学系统各因素之间相互影响相互作用。一般研究通常将学习动机作为学习的促动因素,视为学习的一个自变量。本文研究结果表明在学习过程中学习动机受到来自教师的教学态度和教学行为的影响,具有可变性。(3)学生人口统计特征和学生学习特征对高等教育教学系统因素和学习结果有一定的影响。
本文第二部分(第4章)研究是在第一部分教学质量形成机理的研究成果之上,构建了基于马田系统(MTS)的高等教育有效教学评价模型。论文在第一部分证明了学习结果受学习动机、学习行为、教师素质和教学行为四个因素直接影响。因此,有效教学评价研究采用此四个维度的30个质量特征指标作为研究模型的原始基准空间,使用正交表和信噪比进行基准空间优化,提取了21个有效特征组成优化基准空间。通过对测试集样本、训练集样本和实证研究样本的马氏距离比较,表明优化后基准空间对有效学习识别效果较好。
本文第三部分(第5章)探讨了质量管理基本概念在高等教育领域的涵义,阐述了高等教育教学质量管理体系的策划过程,如质量方针目标的制定、高等教育教学过程识别以及高等教育教学QMS文件的设计等。此外,探讨高等教育教学质量改进机制,构建了基于态度理论的高校教师态度改进模型。
The national competition is ultimately the competition of talents. As the base for talent cultivation, excellent teaching and learning quality is essential for its own development, social progress, as well as as for enhancing national competitiveness. The quality of higher education has always been the focus of our society. Many researchers have explored this issue, howevcer, related literature shows that focus has been put to the study of teaching effectiveness, neglecting the facters' synergy of the education system, especially the study of students' role in the higher education.Therefore, on the background of higher education, this paper studies the general rules of the formation of higher education teaching and learning quality, establishes a model to evaluate effective teaching and learning, as well as a quality management system of higher education.This paper will provide guidance for college students to learn efficiently and will promote colleges and universities to improve the overall teaching and learning quality,.
The first part of this paper studies the formation mechanism of the higher education teaching and learning quality. With its study assumptions and the concept model being based on past theoretical results, this paper is committed to study key system factors' influence on teaching and learning quality and the interaction between these factors. This paper establishes the structural equation model, analizes and tests the direct and indirect effects of higher education teaching and learning dimensions. In the model, student's role is classified into two dimensions:learning motivation and learning behavior, the role of teachers is divided into three dimensions: the quality of teacher, teaching attitudes and teaching behavior, and results of teaching and learning are evaluated from students' learning results and students' satisfaction, while teaching and learing supports are studied in the teaching and learning enviroment.
The empirical analysis of formation mechanism of higher education teaching and learning quality is carried out in two steps. The first step is EFA. In this step, we analyze the data and modify the conceptual model, mainly by analyzing the items, forming the final questionnaire, and determining the reliability of the samples. The second step is CFA. In this step, on basis of a huge sample, we get the conclusion by studying 322 valid samples on CFA.
The conclusions of the first part of the research are as follows: (1) The formation of the quality of higher education teaching and learning is a complecated process. The key factors of teaching and learning system not only has a significant direct effect on the formation of the quality, but also has a indirect effect through affecting other system factors. (2) Every teaching and learning system factor affects and interacts with each other. Generally, the researchers view the learning motivation as a promotional factor and a variable of learning. In this paper, the results show that in the learning process the learning motivation is changeable, and it is affected by the teaching attitudes and behaviors of the teachers. (3) The demographic and learning characteristics of students has some effect on the teaching system and learning results of the higher education, but not significantly.
On basis of the first part, a model for evaluating the teaching and leaning quality based on MTS is established in the second part. In the first part, we have proved that learning results are influenced directly by learning motivation, learning behavior, teacher's quality and teaching behavior. Therefore, our study of evaluation of effective teaching and learning uses thirty quality indicators from the above four dimensions as the original MS, optimizes the MS by using othogonal arrays and SN ratios, and finally establish the MS by extracting 21 effective characters.The comparision of the MD values among testing samples, training samples and empritical analysis samples shows that the optimized MS is more effective in identifying effective study.
The meaning of quality management idea in the field of higer education is explored in the third part of this paper. The planning process of QMS of higer education teaching and learning is also expanded in this part, such as working out quality policy and goal , indentifying the teaching and learning process in higher education, and designing the QMS documentations of higher education. A model for improving the teaching attitude for college teachers based on attitude theories is established in the part.
本文的第一部分(第2,3章)是高等教育教学质量形成机理研究。本文的研究假设和概念模型是建立在系统吸取前人理论成果的基础上,致力于研究高等教育教学关键系统因素对教学质量形成的影响以及关键系统因素之间的相互作用关系。论文建立结构方程模型,分析检验高等教育教学系统各维度对教学结果各维度的直接和间接作用。模型中,本文将学生作用分为学习动机和学习行为两个维度,教师作用分为教师素质、教学态度和教学行为三个维度,教学结果从学生学习结果和学生满意两个维度测评,教学支持统一归在教学环境中进行研究。
高等教育教学质量形成机理的实证分析分两阶段进行,第一阶段为探索性研究,主要通过因子分析筛选量表问项和形成最终问卷,运用效度及信度分析确定样本数据的可靠性,对概念模型进行分析,修正概念模型;第二阶段是验证性研究,主要是在大范围抽样的基础上,通过对322份有效问卷的实证分析验证探索性研究结果,形成研究结论。
第一部分研究得到如下结论:(1)高等教育教学质量形成是一个复杂的过程。教学系统关键因素不仅对教学质量的形成具有显著的直接作用,还通过对其它系统因素的影响间接影响教学质量,具有间接效应。(2)教学系统各因素之间相互影响相互作用。一般研究通常将学习动机作为学习的促动因素,视为学习的一个自变量。本文研究结果表明在学习过程中学习动机受到来自教师的教学态度和教学行为的影响,具有可变性。(3)学生人口统计特征和学生学习特征对高等教育教学系统因素和学习结果有一定的影响。
本文第二部分(第4章)研究是在第一部分教学质量形成机理的研究成果之上,构建了基于马田系统(MTS)的高等教育有效教学评价模型。论文在第一部分证明了学习结果受学习动机、学习行为、教师素质和教学行为四个因素直接影响。因此,有效教学评价研究采用此四个维度的30个质量特征指标作为研究模型的原始基准空间,使用正交表和信噪比进行基准空间优化,提取了21个有效特征组成优化基准空间。通过对测试集样本、训练集样本和实证研究样本的马氏距离比较,表明优化后基准空间对有效学习识别效果较好。
本文第三部分(第5章)探讨了质量管理基本概念在高等教育领域的涵义,阐述了高等教育教学质量管理体系的策划过程,如质量方针目标的制定、高等教育教学过程识别以及高等教育教学QMS文件的设计等。此外,探讨高等教育教学质量改进机制,构建了基于态度理论的高校教师态度改进模型。
The national competition is ultimately the competition of talents. As the base for talent cultivation, excellent teaching and learning quality is essential for its own development, social progress, as well as as for enhancing national competitiveness. The quality of higher education has always been the focus of our society. Many researchers have explored this issue, howevcer, related literature shows that focus has been put to the study of teaching effectiveness, neglecting the facters' synergy of the education system, especially the study of students' role in the higher education.Therefore, on the background of higher education, this paper studies the general rules of the formation of higher education teaching and learning quality, establishes a model to evaluate effective teaching and learning, as well as a quality management system of higher education.This paper will provide guidance for college students to learn efficiently and will promote colleges and universities to improve the overall teaching and learning quality,.
The first part of this paper studies the formation mechanism of the higher education teaching and learning quality. With its study assumptions and the concept model being based on past theoretical results, this paper is committed to study key system factors' influence on teaching and learning quality and the interaction between these factors. This paper establishes the structural equation model, analizes and tests the direct and indirect effects of higher education teaching and learning dimensions. In the model, student's role is classified into two dimensions:learning motivation and learning behavior, the role of teachers is divided into three dimensions: the quality of teacher, teaching attitudes and teaching behavior, and results of teaching and learning are evaluated from students' learning results and students' satisfaction, while teaching and learing supports are studied in the teaching and learning enviroment.
The empirical analysis of formation mechanism of higher education teaching and learning quality is carried out in two steps. The first step is EFA. In this step, we analyze the data and modify the conceptual model, mainly by analyzing the items, forming the final questionnaire, and determining the reliability of the samples. The second step is CFA. In this step, on basis of a huge sample, we get the conclusion by studying 322 valid samples on CFA.
The conclusions of the first part of the research are as follows: (1) The formation of the quality of higher education teaching and learning is a complecated process. The key factors of teaching and learning system not only has a significant direct effect on the formation of the quality, but also has a indirect effect through affecting other system factors. (2) Every teaching and learning system factor affects and interacts with each other. Generally, the researchers view the learning motivation as a promotional factor and a variable of learning. In this paper, the results show that in the learning process the learning motivation is changeable, and it is affected by the teaching attitudes and behaviors of the teachers. (3) The demographic and learning characteristics of students has some effect on the teaching system and learning results of the higher education, but not significantly.
On basis of the first part, a model for evaluating the teaching and leaning quality based on MTS is established in the second part. In the first part, we have proved that learning results are influenced directly by learning motivation, learning behavior, teacher's quality and teaching behavior. Therefore, our study of evaluation of effective teaching and learning uses thirty quality indicators from the above four dimensions as the original MS, optimizes the MS by using othogonal arrays and SN ratios, and finally establish the MS by extracting 21 effective characters.The comparision of the MD values among testing samples, training samples and empritical analysis samples shows that the optimized MS is more effective in identifying effective study.
The meaning of quality management idea in the field of higer education is explored in the third part of this paper. The planning process of QMS of higer education teaching and learning is also expanded in this part, such as working out quality policy and goal , indentifying the teaching and learning process in higher education, and designing the QMS documentations of higher education. A model for improving the teaching attitude for college teachers based on attitude theories is established in the part.
引文
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