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探析影響大學生評鑑教師教學結果之因素-以慈濟大學為例

A Study on the Factors Influencing Teaching Evaluation in Higher Education-With Tzu Chi University as an Example

摘要


本研究藉由分析慈濟大學四學年學生評鑑教師教學的結果,以檢視慈濟大學教師的教學品質,並探究影響學生評鑑教師教學結果之因素,期望藉此提升教學評鑑結果的應用效度。本研究發現學生對全體教師的教學表現相當肯定。同時發現專任教師、女性教師、具博士學位教師、年紀較輕且有教學經驗的教師,在教學評鑑的得分明顯較高。低年級學生、男學生及認真的學生給教師較高的教學評鑑分數。人文社會學院及教育傳播學院的教師在教學評鑑的得分顯著高於醫學院及生命科學院。系所專業課程教師的教學評鑑得分顯著高過通識課程教師。教授系所選修課教師的教學評鑑得分高過必修課教師;教授小班課程教師的教學評鑑得分高過中班及大班課程教師。教學績優教師獲得高度肯定的原因是,教學態度認真及教學內容豐富。反之,教學方法及師生互動欠佳,是表現不佳教師教學評鑑得分偏低的主因。上述這些非教師教學實質因素,會對教師教學評鑑的結果,產生明顯的影響。因此建議在應用教師教學評鑑結果時,需將上列因素納入考量,並輔以其他相關佐證資料,才能對個別教師的教學表現,作出正確且公允的論斷。同時經由訪談學生,整理出學生對績優教師教學的看法,供教師們參酌。

並列摘要


The purpose of this study is to analyze the results of Tzu Chi University student ratings of instruction during four school years to interpret the quality of teachers' instruction and identify biased factors that influence student ratings. This study found Tzu Chi University students moderately approved their teachers' efforts on instruction. We also found full-time teachers, female teachers, teachers with doctoral degrees and experienced young teachers received higher scores on the teaching evaluation. Lower grade students (such as freshmen and sophomores), male students and hardworking students gave teachers higher scores on instruction evaluations. Students from the College of Humanities and Social Sciences and the College of Education and Communication gave teachers better scores on the teaching evaluation than students from the College of Medicine and College of Life Science. Teachers teaching General Education courses received lower scores than those teaching departmental professional courses. Teachers of required courses also got lower scores than teachers of elective courses. As to the class sizes, teachers teaching small size classes got better scores than those teaching medium or large size classes. The reasons for teachers to be considered superior are their earnest attitude and abundant instructional content; on the other hand, the reasons for teachers to be regarded as inferior are ill-communication and unfavorable instruction methods. The factors mentioned above are not directly concerned with the essence of instruction, but all significantly influence the results of a teaching evaluation. Therefore, we suggest taking the above factors into account when evaluating teachers' instructional quality and making the high-stake decisions. Meanwhile, for teachers' reference, we interviewed students to find out the characteristics students feel a successful teacher should have.

被引用紀錄


林怡君(2012)。淡江大學教師教學評量的階層線性模式分析〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2012.00763
呂昇翰(2018)。影響學生評量教師教學之因素〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201800004
莊夙君(2013)。台灣北區國小資源班學習障礙學生評鑑教師教學效能之研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fCYCU.2013.00357

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