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題名 我國大學學生評鑑教師教學指標建構之研究
Indicators construction of teaching evaluation by university students in Taiwan
作者 羅恩冕
Luo, En Mien
貢獻者 郭昭佑
羅恩冕
Luo, En Mien
關鍵詞 學生評鑑教師教學
高等教育評鑑
概念構圖
student evaluation of teaching
higher education evaluation
concept mapping
日期 2013
上傳時間 10-Feb-2014 15:05:35 (UTC+8)
摘要 本研究目的在建構我國大學學生評鑑教師教學之評鑑指標，除了提供學生對教學的回饋、提升教師教學效能，亦提供有結構性的評鑑參照。研究方法上，先以文獻分析歸納出學生評鑑教師教學之45項評鑑指標，並以專家問卷進行指標的刪修與確立，建立43項我國大學學生評鑑教師教學指標，接著以概念構圖法及集群分析整合大學教學評鑑專家、大學教師及大學學生對指標的重要性評估與分群以建立構面。最後求取各構面及指標權重，完成我國大學學生評鑑教師教學指標體系。根據研究之結果與分析，歸納主要結論如下：
(一)本研究建構之我國大學學生評鑑教師教學指標，含三大構面及八個次構面與43項指標。
(二)三大構面權重最高者為「教學與互動」（佔43.96%），包含「2-1教材教法」、「2-2學習活動引導」及「2-3師生互動」等次構面。次高構面為「課程規劃與實施」（佔34.39%），包含「1-1課程適切」、「1-2課程內容」及「1-3課程規劃與進程」等次構面。第三高構面為「評量與回饋」（佔21.66%），包含「3-1學習回饋」及「3-2作業與評量」等次構面。
(三)在「課程規劃與實施」構面中權重最重的指標依次為：「1-1-2課程具有學習價值」（佔2.55%）、「1-3-1引發學習動機之規劃」（佔2.51%）及「1-3-2課程具組織與架構」（佔2.42%）。
(四)在「教學與互動」構面中權重最重的指標依次為：「2-2-1能激發學生學習熱忱」（佔2.53%）、「2-1-1能激發思考」（佔2.46%）及「2-2-8鼓勵學生自我想法表達、分享」（佔2.42%）。
(五) 在「評量與回饋」構面中權重最重的指標依次為：「3-1-5教師能顧慮學生的回饋」（佔2.53%）、「3-1-1教師是公平的」（佔2.50%）及「3-2-2評量具學習價值」（佔2.50%）。
本研究針對我國高等教育主管機關、我國大學行政主管、我國大學教師以及未來研究方向提出具體建議。
The purpose of this study is to construct the indicators of teaching evaluation by university student in Taiwan, which provide the feedback of teaching from student, promotion of teaching efficiency, and also provide a structural model of evaluation. As for research methods, by means of literature review, 45 indicators of teaching evaluation by university student had been organized based on an expert survey. Concept mapping questionnaire used to analyze experts` opinion on the importance of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of teaching evaluation by university student in Taiwan. The conclusions are follows:
1.This study constructs 43 indicators of teaching evaluation by university student in Taiwan of within 8 sub-dimensions and 3 main dimensions.
2.The most important one in the three dimensions is teaching and interaction (43.96%), which includes 2-1 teaching materials and methods, 2-2 introduction of learning activity and 2-3 interaction between teacher and students. The second is planning and implement of curriculum (34.39%), which include 1-1appropriate curriculum, 1-2 content of curriculum and 1-3 program and process of curriculum. The third is assessment and feedback (21.66%), which include 3-1 feedback form learning and 3-2 assessment.
3.Three of the most important indicators in the dimension planning and implement of curriculum is 1-1-2 curriculum has learning value (2.55%), program to motivate student learning (2.51%) and 1-3-2 curriculum has well organization and construction (2.42%).
4.Three of the most important indicators in the dimension teaching and interaction is 2-2-1 have enthusiasm to motivate student learning (2.53%), 2-2-1 stimulate student thinking, and 2-2-8 encourage students` expression (2.42%).
5.Three of the most important indicators in the dimension assessment and feedback is 3-1-5 teacher can concern the feedback from student (2.53%), 3-1-1 teacher is fair (2.50%) and 3-2-2 assessments are worth to learn (2.50%).
According to the conclusions, some suggestions had been proposed suggestions for higher education administrators, for university administrators in Taiwan, for university instructors and for further study.
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描述 碩士
國立政治大學
教育行政與政策研究所
100171002
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100171002
資料類型 thesis
dc.contributor.advisor 郭昭佑zh_TW
dc.contributor.author (Authors) 羅恩冕zh_TW
dc.contributor.author (Authors) Luo, En Mienen_US
dc.creator (作者) 羅恩冕zh_TW
dc.creator (作者) Luo, En Mienen_US
dc.date (日期) 2013en_US
dc.date.accessioned 10-Feb-2014 15:05:35 (UTC+8)-
dc.date.available 10-Feb-2014 15:05:35 (UTC+8)-
dc.date.issued (上傳時間) 10-Feb-2014 15:05:35 (UTC+8)-
dc.identifier (Other Identifiers) G0100171002en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/63751-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育行政與政策研究所zh_TW
dc.description (描述) 100171002zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究目的在建構我國大學學生評鑑教師教學之評鑑指標，除了提供學生對教學的回饋、提升教師教學效能，亦提供有結構性的評鑑參照。研究方法上，先以文獻分析歸納出學生評鑑教師教學之45項評鑑指標，並以專家問卷進行指標的刪修與確立，建立43項我國大學學生評鑑教師教學指標，接著以概念構圖法及集群分析整合大學教學評鑑專家、大學教師及大學學生對指標的重要性評估與分群以建立構面。最後求取各構面及指標權重，完成我國大學學生評鑑教師教學指標體系。根據研究之結果與分析，歸納主要結論如下：
(一)本研究建構之我國大學學生評鑑教師教學指標，含三大構面及八個次構面與43項指標。
(二)三大構面權重最高者為「教學與互動」（佔43.96%），包含「2-1教材教法」、「2-2學習活動引導」及「2-3師生互動」等次構面。次高構面為「課程規劃與實施」（佔34.39%），包含「1-1課程適切」、「1-2課程內容」及「1-3課程規劃與進程」等次構面。第三高構面為「評量與回饋」（佔21.66%），包含「3-1學習回饋」及「3-2作業與評量」等次構面。
(三)在「課程規劃與實施」構面中權重最重的指標依次為：「1-1-2課程具有學習價值」（佔2.55%）、「1-3-1引發學習動機之規劃」（佔2.51%）及「1-3-2課程具組織與架構」（佔2.42%）。
(四)在「教學與互動」構面中權重最重的指標依次為：「2-2-1能激發學生學習熱忱」（佔2.53%）、「2-1-1能激發思考」（佔2.46%）及「2-2-8鼓勵學生自我想法表達、分享」（佔2.42%）。
(五) 在「評量與回饋」構面中權重最重的指標依次為：「3-1-5教師能顧慮學生的回饋」（佔2.53%）、「3-1-1教師是公平的」（佔2.50%）及「3-2-2評量具學習價值」（佔2.50%）。
本研究針對我國高等教育主管機關、我國大學行政主管、我國大學教師以及未來研究方向提出具體建議。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to construct the indicators of teaching evaluation by university student in Taiwan, which provide the feedback of teaching from student, promotion of teaching efficiency, and also provide a structural model of evaluation. As for research methods, by means of literature review, 45 indicators of teaching evaluation by university student had been organized based on an expert survey. Concept mapping questionnaire used to analyze experts` opinion on the importance of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of teaching evaluation by university student in Taiwan. The conclusions are follows:
1.This study constructs 43 indicators of teaching evaluation by university student in Taiwan of within 8 sub-dimensions and 3 main dimensions.
2.The most important one in the three dimensions is teaching and interaction (43.96%), which includes 2-1 teaching materials and methods, 2-2 introduction of learning activity and 2-3 interaction between teacher and students. The second is planning and implement of curriculum (34.39%), which include 1-1appropriate curriculum, 1-2 content of curriculum and 1-3 program and process of curriculum. The third is assessment and feedback (21.66%), which include 3-1 feedback form learning and 3-2 assessment.
3.Three of the most important indicators in the dimension planning and implement of curriculum is 1-1-2 curriculum has learning value (2.55%), program to motivate student learning (2.51%) and 1-3-2 curriculum has well organization and construction (2.42%).
4.Three of the most important indicators in the dimension teaching and interaction is 2-2-1 have enthusiasm to motivate student learning (2.53%), 2-2-1 stimulate student thinking, and 2-2-8 encourage students` expression (2.42%).
5.Three of the most important indicators in the dimension assessment and feedback is 3-1-5 teacher can concern the feedback from student (2.53%), 3-1-1 teacher is fair (2.50%) and 3-2-2 assessments are worth to learn (2.50%).
According to the conclusions, some suggestions had been proposed suggestions for higher education administrators, for university administrators in Taiwan, for university instructors and for further study.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 4
第三節 重要名詞釋義 5
第四節 研究範圍與限制 7
第二章 文獻探討 9
第一節 大學教師教學評鑑之基本概念 9
第二節 學生評鑑教師教學的基本概念 22
第三節 大學學生評鑑教師教學指標初探 37
第三章 研究設計 71
第一節 研究方法 71
第二節 實施程序 75
第三節 研究對象 77
第四節 資料處理與分析 80
第四章 研究結果 81
第一節 我國大學學生評鑑教師教學指標之適切性評估專家問卷分析 81
第二節 我國大學學生評鑑教師教學概念構圖分析 89
第三節 不同對象之指標權重分析 101
第五章 結論與建議 107
第一節 結論 107
第二節 建議 112
參考文獻 115
附錄		zh_TW
dc.format.extent 3216894 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100171002en_US
dc.subject (關鍵詞) 學生評鑑教師教學zh_TW
dc.subject (關鍵詞) 高等教育評鑑zh_TW
dc.subject (關鍵詞) 概念構圖zh_TW
dc.subject (關鍵詞) student evaluation of teachingen_US
dc.subject (關鍵詞) higher education evaluationen_US
dc.subject (關鍵詞) concept mappingen_US
dc.title (題名) 我國大學學生評鑑教師教學指標建構之研究zh_TW
dc.title (題名) Indicators construction of teaching evaluation by university students in Taiwanen_US
dc.type (資料類型) thesisen
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