Abstract
For higher educational institutions, teaching effect evaluation is necessary for improving teaching quality and reforming teaching mode. The evaluation has a long-lasting effect on the growth of students, and a close correlation with the immediate interests of every teacher. This paper evaluates the teaching effect and its influencing factors for the undergraduate education in ordinary colleges. It was found that the teaching effect is mainly affected by factors in four dimensions: teacher, student, teaching method, and teaching environment. Then, the authors reformed the teaching method, and tested its performance. The results show that the reformed teaching method improved the professional English ability of students more significantly than the ordinary teaching method. Therefore, higher educational schools are suggested to establish a set of scientific, reasonable, and practical evaluation methods for teaching effect, reflecting the teaching requirements, policies, faculty, and capital investment. The research findings lay the foundation for the long-term healthy development of higher education.
Highlights
Achieving high-quality teaching is the primary task of higher education and a country’s most basic requirement for higher education [1, 2]
Regarding the evaluation of teaching effect in ordinary higher educational schools, field scholars found through surveys that existing studies mostly concern about the theoretical basis, evaluation principles and methods, evaluation index systems, and problems and shortcomings in the evaluation works [8,9,10], and few of them give indepth analysis on the results and effect of the teaching works in ordinary colleges and universities, or propose evaluation directions and influencing factors of teaching evaluation in ordinary higher educational schools [11, 12]
After the ordinary teaching method had been adopted for the lecturing of the civil engineering English course, students’ mastery of terminology and professional expression had been improved to a certain extent; while after adopting the reformed teaching method, such improvement was far greater than that of ordinary teaching method
Summary
Achieving high-quality teaching is the primary task of higher education and a country’s most basic requirement for higher education [1, 2]. With the gradual implementation of the teaching evaluation works of undergraduate education in ordinary colleges and universities in China, the evaluation and analysis of teaching effect have received more attention [6, 7]. Regarding the evaluation of teaching effect in ordinary higher educational schools, field scholars found through surveys that existing studies mostly concern about the theoretical basis, evaluation principles and methods, evaluation index systems, and problems and shortcomings in the evaluation works [8,9,10], and few of them give indepth analysis on the results and effect of the teaching works in ordinary colleges and universities, or propose evaluation directions and influencing factors of teaching evaluation in ordinary higher educational schools [11, 12]. This paper took the undergraduate education works of ordinary colleges and universities as the research foundation to analyze and discuss the teaching effect and its influencing factors
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