建置能力導向教學評量視覺化模型 ––以兩門課程為例

Building a Capability-Oriented Teaching Evaluation Visual Model – A Case Study of Two Courses

張恩騏(En-Chi Chang)

指導教授 ： 鄭憲永 ； 賀嘉生

中原大學/電機資訊學院/資訊工程研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800802

摘要

隨著時代與環境的改變，老師的教學方法也在改變，在「教」與「學」的過程中，學生能給予老師最直接的學習體驗反饋，所以我們希望能夠從教學評量出發，建構出一個使老師可以快速並準確的知道學生對課程與教學評價的模型。
本研究可以分為三部分，第一，對教學評量問卷中的問題進行量化分析；第二，對教學評量問卷中學生對教師的建議與評論利用文字探勘的方法進行質性分析，使教師能夠更準確的了解學生的看法；第三，將量化分析與質性分析的結果做做資料視覺化，繪製成風向羅盤圖。
實驗以中原大學1061學期與1051學期的資訊工程系系選資料庫系統和學校通識課程職場軟實力為範例，實驗結果發現：
1. 學生對資料庫系統教師的教學態度、成績評量、教學能力、教材內容皆給予肯定，但是學習評量指標分數卻不高。
2. 學生對於職場軟實力教師的教學態度給予較高的肯定，但是對教學評量指標中的教學能力與教材內容和學習評量指標給的分數卻不高。
3. 若是該課程質性資料過少，則無法給予教師準確的回饋。
希望未來教師可以藉由此模型來進行適性教學，以提升學生的學習成效，並加入詞語的權重、學生的成績與教師所定的教學目標，使分析結果更全面更完整。

關鍵字

教學評量；教學目標；文字探勘；風向羅盤

並列摘要

As the times and the environment change, the teaching methods of teachers change. In the process of "teaching" and "learning," students can give teachers the most direct feedback on learning experience. Therefore, we hope that we can start with the evaluation of teaching and construct a model that enables teachers to quickly and accurately understand students' evaluation of courses and teaching.
This study can be divided into three parts. First, quantify the problems in the teaching assessment questionnaire. Second, qualitative analysis of the teacher's suggestions and comments on the teaching assessment questionnaire using the textual exploration method, so that teachers Can more accurately understand the views of students; Third, the results of quantitative analysis and qualitative analysis as data visualization, drawn into the wind compass chart.
Taking the "database system" and "workplace soft power" of the 1061 school year and 1051 school year as examples, the experimental results show that:
1. The students affirmed the teaching attitude, achievement evaluation, teaching ability, and teaching materials of the database system teachers, but the scores of the learning assessment indicators were not high.
2. Students highly praise the teaching attitude of teachers of soft power in the workplace, but they don't have high scores for teaching ability, textbook content and learning assessment indicators in teaching evaluation indicators.
3. If the quality of the course is too small, accurate feedback from the teacher cannot be given.
It is hoped that teachers in the future can use this model to conduct adaptive teaching to improve students' learning effectiveness and to add the weight of words, students' achievements, and teachers' set teaching goals, so that the analysis results will be more comprehensive and complete.

並列關鍵字

Teaching Evaluation；Teaching Objectives；Text Mining；Wind Compass

參考文獻

參考文獻

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