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 Wysłany: Sob 20:29, 16 Kwi 2011 Temat postu: Teaching Quality Assessment Index Structure _4099 |
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Teaching Quality Evaluation Structure
[Abstract] is a measure of teaching quality in vocational education an important indicator of management related to the success of vocational education, but also to the smooth completion of the party and the state vocational education training given to hundreds of millions of skilled personnel glorious task. ISM method of systems engineering theory, evaluation of teaching quality correlation analysis, that the intrinsic relationship between the various indicators, further strengthening vocational education teaching quality assessment has a certain practical significance. [Key words] Higher Education Quality Evaluation Model to explain the structure of papers from China Union finishing. For enterprises, product quality is a measure of the level of the main indicator of business management; for vocational education, teaching quality is a measure of vocational education is an important indicator of management. February 1993, the state promulgated the . Assessment of the implementation of proposed guidelines for higher education, assessment is referred to the transformation of government functions, and establish a new operation mechanism of higher education highly. March 2003, the Ministry of Education launched the . As part of the vocational higher education, evaluation of teaching quality in recent years has made no small achievement, in which evaluation index system of particular interest. Based on the evaluation of higher vocational education related to analysis, discussion of the linkages between evaluation for further strengthen the teaching quality of higher vocational education useful exploration work. First, the Higher Education Quality Evaluation Index System of teaching quality evaluation index system of higher vocational education is the study and evaluation of the quality of the basis and standards, quality assessment system is established based on the quality of education goals and standards, organized, planned to check the quality of education, evaluation and diagnosis system. Schools under the Quality Management Plan, regular evaluation, diagnosis, and education and teaching activities related to the process and results, to ensure the quality of education continued to improve. According to state regulations, refer to the existing research results, with hospital quality assessment of teaching practice, build a comprehensive vocational education quality evaluation system, which is an indicator 4, 12 secondary indicators, three indicators 33. In this indicator system, the two indicators are the main target of this paper, its meaning is as follows: 1. Teaching targeting. Teaching objectives of social development, personality development, adaptation and adaptability of students to develop specifications accurate positioning,[link widoczny dla zalogowanych], meet the requirements. 2. Teaching position. The center of teaching is very clear solid, attention to teaching. 3. Education reform and development. Teaching targeted development planning, clear thinking, can well implemented. 4. Teachers. Adequate number of teachers, age structured, with good professional quality. Emphasis on teachers training schools, teacher training plan with clear and well implemented. 5. Teaching facilities. Have a more complete functional training to meet the needs of schools and professional training center's training base outside the distinctive characteristics; a campus network and adequate classrooms, a library with a high degree, sports, etc., area and facilities to meet the teaching requirements . 6. Education environment. Teachers, rigorous scholarship, and strict coach, dedicated students to observe the school rules, active learning, motivated, attention to campus cultural environment, the air rich academic campus, and students active in their thinking, academic seminars, frequent activities. 7. Education funds. Education funding meet the requirements, maintain a certain growth rate and sustainable growth. 8. Teaching building. Reflect the characteristics of vocational specialty, the overall layout and structure is reasonable; professional scientific and rational reform program, measures are effective, with remarkable results. Course layout is reasonable, in line with the requirements of training objectives, reflecting the coordinated development of knowledge, ability and quality; materials used targeted, a reasonable choice, reflecting the characteristics of vocational training objectives; are planning their own teaching materials, there are measures. 9. Teaching management. Establishment of structured and Faculty, Department level management institutions; teaching staff management team equipped with a reasonable high quality. Sound teaching management rules and regulations, in line with higher education thought; established a scientific and effective management mechanism, the establishment of the teaching quality assurance and monitoring system, part of the problems in the quality of feedback control in a timely manner. 10. Teaching process. In accordance with the basic theory and application of outstanding ability to develop practical principles of organization of contents, clearly reflects the higher features, content targeted, updating fast. Teaching scientific and rational design embodies the characteristics of competency center. Actively reform the teaching methods, extensive use of modern educational technology. 11. Knowledge, ability and quality. Students motivated and learning efficiency. Expertise and knowledge to master a solid position to meet the specific job requirements, practical ability, job ability, meet the requirements of vocational training objectives. 12. Social evaluation. Employers comprehensive evaluation of quality of personnel training. Second, the teaching quality evaluation model interpretation of each index by the teaching objectives, teaching staff and other elements constitute the 12 indicators of teaching quality evaluation system of vocational secondary target, then the elements between these indicators of how, What are the elements of the teaching quality evaluation index system has a more direct impact? this paper, systems engineering theory ISM (Interpretive Structural Modeling) theory of the correlation between these factors were analyzed. These factors affect the quality of vocational education vocational education through the analysis of the experience of experts to determine the relationship between them. At this writing process, a number of vocational education experts invited an expert team with them on the 12 elements discussed, and through analysis and construction of the formation of the teaching quality indicators to explain the structural model, as shown below:
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