全国普通本科院校教师教学发展指数模型构建及初步应用
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摘要
科学的教师教学发展指数需要构建有效的模型和指标体系。研究基于理论分析和概念推演,从教师团队、教改项目、教材项目、教学论文、教学成果奖、教师培训基地和教师教学竞赛7个维度构建普通本科院校教师教学发展指数理论模型。在迭代拟合的思想下,通过熵值法、德尔菲法和层次分析法的综合使用,确定指标权重。指数模型的信效度通过测量学检验。最后,运用该模型对我国普通本科院校教师教学发展的区域差异性和学校差异性进行了初步分析。
The scientific teaching development indicator of college teachers needs to build a suitable model and indicator system. Based on theoretical analysis and concept deduction, the research constructs the theoretical model of the teaching development indicator of undergraduate college teachers from seven dimensions, which include teacher team, teaching reform project, teaching material project, teaching paper, teaching achievement award, teacher training base and teacher teaching competition. Under the idea of iterative fitting, the indicator weights are determined by the comprehensive use of entropy method, Delphi method and analytic hierarchy process. The reliability and validity of the exponential model are measured by metrology. Finally, this model is used to analyze the regional differences and school differences in the teaching development of teachers in undergraduate colleges in China.
The scientific teaching development indicator of college teachers needs to build a suitable model and indicator system. Based on theoretical analysis and concept deduction, the research constructs the theoretical model of the teaching development indicator of undergraduate college teachers from seven dimensions, which include teacher team, teaching reform project, teaching material project, teaching paper, teaching achievement award, teacher training base and teacher teaching competition. Under the idea of iterative fitting, the indicator weights are determined by the comprehensive use of entropy method, Delphi method and analytic hierarchy process. The reliability and validity of the exponential model are measured by metrology. Finally, this model is used to analyze the regional differences and school differences in the teaching development of teachers in undergraduate colleges in China.
引文
[1] BAIRD C M, Social indicators:Statistics, trends and policy development[M]. New York:Nova Science Publishers, Ins.2011:1.
[2]马妮.实证主义社会学与社会指数运动———20世纪社会指数运动之社会学审视(Ⅲ)[J].广东社会科学,2017(3).
[3] STANLEY C A. The faculty development portfolio:a framework for documenting the professional development of faculty developers[J]. Innovative Higher Education,2001, 26(1):23-36.
[4] MCALPINERL A C. Academic communities and developing identity:the doctoral student journey[M]//P Richards.Global Issues in Higher Education. NY:Nova Publishing,2005:57-83.
[5] AKERLIND G S. Academic growth and development:how do university academics experience it?[J]. Higher Education, 2005(1):1-32.
[6] BLEDSOEGB. Faculty Development in Higher Education.Enhancinga National Resource. To Promote Academic Justice and Excellence Series[R]. Washington D.C.:National Education Association, 1991:11-12.
[7]苏强,吕帆,林征.大学教师教学发展的理性思考与超越之维[J].教育研究,2015(12).
[8]陆国栋,孙健,朱慧.教师教学发展的融合理念与现实探索[J].中国高等教育,2014(6).
[9]陈时见,周虹.高校教师教学发展的内涵特征与实践路径[J].高等教育研究,2016(8).
[10]张连红,陈德良,王丽萍.高校教学文化建设与教师教学发展[J].中国高等教育,2014(8).
[11]金瑜.心理测量[M].上海:华东师范大学出版社,2001:210.
[12]张男星,王纾,孙继红.我国高等教育综合发展水平评价及区域差异研究[J].教育研究,2014(5).
(1)教师培训基地和教师教学竞赛由于二级指标过少,未做内部一致性和分半信度检验。
(2)按照国家统计局2011年提出的我国经济区域的划分规则,从东部、中部、西部和东北四个区域层面探讨我国高校教师教学竞赛获奖分布情况。其中,东部地区包括:北京、天津、河北、上海、江苏、浙江、福建、山东、广东和海南;中部包括:山西、安徽、江西、河南、湖北和湖南;西部包括:内蒙古、广西、重庆、四川、贵州、云南、西藏、陕西、甘肃、青海、宁夏和新疆;东北包括:辽宁、吉林和黑龙江。
(3)采用变异系数表征区域内部的均衡性。变异系数反映单位均值上的各指标观测值的离散程度,是一个考察事物内部离散型的重要测量学指标,变异系数越大,说明区域内部高校之间的差异性越大,均衡性越低。
[2]马妮.实证主义社会学与社会指数运动———20世纪社会指数运动之社会学审视(Ⅲ)[J].广东社会科学,2017(3).
[3] STANLEY C A. The faculty development portfolio:a framework for documenting the professional development of faculty developers[J]. Innovative Higher Education,2001, 26(1):23-36.
[4] MCALPINERL A C. Academic communities and developing identity:the doctoral student journey[M]//P Richards.Global Issues in Higher Education. NY:Nova Publishing,2005:57-83.
[5] AKERLIND G S. Academic growth and development:how do university academics experience it?[J]. Higher Education, 2005(1):1-32.
[6] BLEDSOEGB. Faculty Development in Higher Education.Enhancinga National Resource. To Promote Academic Justice and Excellence Series[R]. Washington D.C.:National Education Association, 1991:11-12.
[7]苏强,吕帆,林征.大学教师教学发展的理性思考与超越之维[J].教育研究,2015(12).
[8]陆国栋,孙健,朱慧.教师教学发展的融合理念与现实探索[J].中国高等教育,2014(6).
[9]陈时见,周虹.高校教师教学发展的内涵特征与实践路径[J].高等教育研究,2016(8).
[10]张连红,陈德良,王丽萍.高校教学文化建设与教师教学发展[J].中国高等教育,2014(8).
[11]金瑜.心理测量[M].上海:华东师范大学出版社,2001:210.
[12]张男星,王纾,孙继红.我国高等教育综合发展水平评价及区域差异研究[J].教育研究,2014(5).
(1)教师培训基地和教师教学竞赛由于二级指标过少,未做内部一致性和分半信度检验。
(2)按照国家统计局2011年提出的我国经济区域的划分规则,从东部、中部、西部和东北四个区域层面探讨我国高校教师教学竞赛获奖分布情况。其中,东部地区包括:北京、天津、河北、上海、江苏、浙江、福建、山东、广东和海南;中部包括:山西、安徽、江西、河南、湖北和湖南;西部包括:内蒙古、广西、重庆、四川、贵州、云南、西藏、陕西、甘肃、青海、宁夏和新疆;东北包括:辽宁、吉林和黑龙江。
(3)采用变异系数表征区域内部的均衡性。变异系数反映单位均值上的各指标观测值的离散程度,是一个考察事物内部离散型的重要测量学指标,变异系数越大,说明区域内部高校之间的差异性越大,均衡性越低。