课堂教学评价数据挖掘与分析
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摘要
课堂教学评价是教学质量管理的关键内容。此研究旨在通过教学评价数据的挖掘和分析,找出评价指标数据之间隐含的规律,加深对课堂教学评价的认识,从而有效促进课堂教学质量的提高,完善教学管理。研究利用因子分析、聚类分析等多种数据挖掘处理方法对评价指标数据进行深入分析,通过因子分析方法构建课堂教学质量的综合评价指标,并利用聚类分析方法对评价结果进行深层次的分类和反馈。实证研究结果表明,因子分析构建的综合指标能有效反映现有各个教学评价指标的重要性,建立在评价综合指标因子得分基础上的聚类分析,能更清晰合理地进行课堂教学水平的等级划分。
The evaluation of Classroom teaching is the key content of teaching quality management in colleges and universities. This paper aims to find out the implicit rules between evaluation index data through mining and analyzing the teaching evaluation data,and deepen the understanding of classroom teaching evaluation,so as to effectively improve the quality of classroom teaching and improve teaching management. We conduct an in-depth research on the evaluation index data by using factor analysis,clustering analysis and other data mining methods,construct a comprehensive evaluation index of classroom teaching quality by using factor analysis method,and classify and feedback the evaluation results in depth by using clustering analysis. The empirical research results show that the comprehensive index constructed by factor analysis can effectively reflect the importance of the existing teaching evaluation indicators,and the cluster analysis based on the evaluation scores of comprehensive index factors can classify the classroom teaching level more clearly and reasonably.
The evaluation of Classroom teaching is the key content of teaching quality management in colleges and universities. This paper aims to find out the implicit rules between evaluation index data through mining and analyzing the teaching evaluation data,and deepen the understanding of classroom teaching evaluation,so as to effectively improve the quality of classroom teaching and improve teaching management. We conduct an in-depth research on the evaluation index data by using factor analysis,clustering analysis and other data mining methods,construct a comprehensive evaluation index of classroom teaching quality by using factor analysis method,and classify and feedback the evaluation results in depth by using clustering analysis. The empirical research results show that the comprehensive index constructed by factor analysis can effectively reflect the importance of the existing teaching evaluation indicators,and the cluster analysis based on the evaluation scores of comprehensive index factors can classify the classroom teaching level more clearly and reasonably.
引文
[1]Taut S,Rakoczy K.Observing Instructional Quality in the Context of School Evaluation[J].Learning and Instruction,2016(46):45-60.
[2]Waithanji Ngware M,Ndirangu M.An Improvement in Instructional Quality:Can Evaluation of Teaching Effectiveness Make a Difference?[J].Quality Assurance in Education,2005(3):183-201.
[3]Huybers T.Student Evaluation of Teaching:the Use of Bestworst Scaling[J].Assessment&Evaluation in Higher Education,2014(4):496-513.
[4]Ward Griffin C,Brown B.Evaluation of Teaching:A Review of The literature[J].Journal of Advanced Nursing,1992(12):1408-1414.
[5]Murray H G.Does Evaluation of Teaching Lead to Improvement of Teaching?[J].The International Journal for Academic Development,1997(1):8-23.
[6]彭湃,周兰兰.高等教育教学评价研究的进展与热点追踪---对AEHE期刊2011-2015年发文的分析[J].高等教育研究,2016(8):60-68.
[7]蔡敏.美国著名大学教学评价的内容特征[J].外国教育研究,2006(6):25-28.
[8]赵俊芳.高校教学评价---“学术人”与“行政人”的博弈[J].复旦教育论坛,2012(5):28-32.
[9]戴瑞亮.高校教师教学评价的现状、问题及对策[J].黑龙江高教研究,2010(7):100-102.
[10]荀振芳.大学教学评价的价值分析[J].高等教育研究,2006(1):82-87.
[11]蒋立兵.文科课程翻转课堂教学模式构建[J].高教发展与评估,2017(1):104-111.
[12]邱文教,赵光,雷威.基于层次分析法的高校探究式课堂教学评价指标体系构建[J].高等工程教育研究,2016(6):138-143.
[13]吴鹏,徐洪玲,宋其江.基于云模型的模糊综合评价法在《电工学》课程教学评价中的应用[J].高教论坛,2016(1):36-38.
[14]马秀麟,衷克定,刘立超.从大数据挖掘的视角分析学生评教的有效性[J].中国电化教育,2014(10):78-84.
[15]刘智.课程评论的情感倾向识别与话题挖掘技术研究[D].武汉:华中师范大学,2014.
[16]陈振华.教学评价中存在的问题及反思[J].教育发展研究,2009(18):84-87.
[2]Waithanji Ngware M,Ndirangu M.An Improvement in Instructional Quality:Can Evaluation of Teaching Effectiveness Make a Difference?[J].Quality Assurance in Education,2005(3):183-201.
[3]Huybers T.Student Evaluation of Teaching:the Use of Bestworst Scaling[J].Assessment&Evaluation in Higher Education,2014(4):496-513.
[4]Ward Griffin C,Brown B.Evaluation of Teaching:A Review of The literature[J].Journal of Advanced Nursing,1992(12):1408-1414.
[5]Murray H G.Does Evaluation of Teaching Lead to Improvement of Teaching?[J].The International Journal for Academic Development,1997(1):8-23.
[6]彭湃,周兰兰.高等教育教学评价研究的进展与热点追踪---对AEHE期刊2011-2015年发文的分析[J].高等教育研究,2016(8):60-68.
[7]蔡敏.美国著名大学教学评价的内容特征[J].外国教育研究,2006(6):25-28.
[8]赵俊芳.高校教学评价---“学术人”与“行政人”的博弈[J].复旦教育论坛,2012(5):28-32.
[9]戴瑞亮.高校教师教学评价的现状、问题及对策[J].黑龙江高教研究,2010(7):100-102.
[10]荀振芳.大学教学评价的价值分析[J].高等教育研究,2006(1):82-87.
[11]蒋立兵.文科课程翻转课堂教学模式构建[J].高教发展与评估,2017(1):104-111.
[12]邱文教,赵光,雷威.基于层次分析法的高校探究式课堂教学评价指标体系构建[J].高等工程教育研究,2016(6):138-143.
[13]吴鹏,徐洪玲,宋其江.基于云模型的模糊综合评价法在《电工学》课程教学评价中的应用[J].高教论坛,2016(1):36-38.
[14]马秀麟,衷克定,刘立超.从大数据挖掘的视角分析学生评教的有效性[J].中国电化教育,2014(10):78-84.
[15]刘智.课程评论的情感倾向识别与话题挖掘技术研究[D].武汉:华中师范大学,2014.
[16]陈振华.教学评价中存在的问题及反思[J].教育发展研究,2009(18):84-87.