Classroom Teaching Quality Evaluation Research Articles

Practical Exploration for the Construction of the Classroom Teaching Quality Evaluation System

Classroom teaching quality evaluation is an important part in the education teaching evaluation system. It plays an important role in promoting the teaching content, teaching method and means reform, strengthening the construction of teaching style and the style of study, and increasing the teaching level and teaching quality. In this paper the necessity of classroom teaching quality evaluation is discussed. Teaching evaluation system has a positive effect for arousing the enthusiasm of both teaching and learning, cultivating high-quality talents. In this paper according to the authors’ working practice, the practice and experience of the classroom teaching quality evaluation is introduced.

A Heterogeneous Linguistic MAGDM Framework to Classroom Teaching Quality Evaluation

Focusing on multi-attribute group decision making (MAGDM) regarding classroom teaching quality evaluation, this article aims to devise a novel evaluation framework based on heterogeneous linguistic information. In this framework, a four-level evaluation process of classroom teaching quality is established. Then, the weights of the sub-attributes are estimated objectively by integrating a newly proposed score function of interval linguistic 2-tuples and optimization models which consider the realistic situation that alternatives are not equally weighted. Subsequently, the exploitation process is implemented by two branches: taking the possibility measurement to rank teachers with respect to different attributes and extending the technique for order preference by similarity to ideal solution (TOPSIS) method to assess the overall performance of teachers. Finally, a simulated case is furnished to illustrate how to apply the presented framework to realistic classroom teaching quality evaluation problems. Hopefully, this work would be beneficial to the improvement of classroom teaching quality.

Study on a Quality Evaluation Method for College English Classroom Teaching

A quality evaluation method is an important means and the main basis on which to evaluate the college English classroom teaching quality of teachers. To overcome the one-sided subjectivity and resulting imprecision of the traditional classroom teaching quality evaluation method, a scientific and reasonable quality evaluation index system for college English classroom teaching is constructed. The fuzzy comprehensive evaluation method and the analytic hierarchy process method are combined to propose an improved multi-level fuzzy comprehensive evaluation model for obtaining a new college English classroom teaching quality evaluation method. In the proposed method, according to the fuzzy characteristics of a college English classroom teaching quality evaluation, the fuzzy comprehensive evaluation method is used to transform the qualitative evaluation indexes into limited quantitative evaluation indexes, then a judgment matrix is constructed to determine the weights among different levels by using the analytic hierarchy process method. Additionally, the college English classroom teaching quality is evaluated in detail. Finally, an actual case of college English classroom teaching is used to verify the effectiveness of the college English classroom teaching quality evaluation method. The results show that the proposed college English classroom teaching method can overcome the subjectivity and randomness shortcomings of the traditional classroom teaching quality evaluation methods, and improve the reliability, accuracy, and objectivity of fuzzy comprehensive evaluation. It is an effective method to evaluate college English classroom teaching quality.

Grey Relational Comprehensive Evaluation of Efficient Higher Vocational Mathematics Classroom Teaching Quality

In view of problems as few samples on grey relational comprehensive evaluation of efficient higher vocational mathematics classroom teaching quality and strong subjectivity in the process of evaluation, the method of grey relational comprehensive evaluation is adopted to evaluate efficient higher vocational mathematics classroom teaching quality. The weights of evaluation indexes have been determined by means of information entropy method according to the higher vocational efficient mathematics classroom teaching evaluation criterion, making the weight more objective; the evaluation data of 5 teachers on 6 teachers' mathematics classroom teaching quality have been selected for grey correlation analysis and to evaluate efficient classroom teaching quality of different teachers.

College English Classroom Teaching Evaluation Based on Particle Swarm Optimization – Extreme Learning Machine Model

The quality evaluation of English classroom teaching carries great significance in promoting English teaching reform and raising the quality of English education at university level in China. In this paper, a quality evaluation index system is introduced for the classroom teaching of English as a foreign language (EFL), and an EFL classroom teaching quality evaluation model is built based on the PSO-ELM algorithm with an ELM model constructed for comparison. A comparison shows that the PSO-ELM algorithm can obtain better accuracy with less hidden layer neurons, hence lowering the demand upon experiment samples and strengthening the fitting ability of the model. Experiment results show that the PSO-ELM algorithm is feasible to evaluate classroom teaching of English as a foreign language. The designed English classroom teaching quality evaluation index system is thus confirmed as effective, and is expected to improve the quality and management of classroom teaching of English as a foreign language.

The Quality Evaluation of Classroom Teaching Based on FOA-GRNN

In order to improve the accuracy and efficiency of classroom teaching quality evaluation, a generalized regression neural network (GRNN) forecasting model is proposed based on fruit fly optimization algorithm (FOA). This method combines some of the advantages which FOA has a fast convergence rate and GRNN retains a strong generalization ability, then the FOA algorithm is used to optimize the smoothing parameter Spread of GRNN to reduce the adverse influence of man-induced factors in model construction process and enhance the learning ability of GRNN. The simulation results show that FOA-GRNN algorithm has the lowest relative error and the average relatively variety value compared with GRNN and BP network, and the validity of the proposed algorithm is verified.

Comparative study on classroom teaching quality evaluation standard of teachers and students

Objective To study classroom teaching quality evaluation standards from two perspectives of teachers and students, and comparatively study difference of evaluation standards for teachers and students. Methods Questionnaire survey method is adopted. Classroom teaching quality evaluation entry questionnaire is distributed to 320 teachers and 560 students. SPSS 18.0 software is utilized for statistical analysis on the collected data. Expert consultation method is applied to determine membership degree on the analysis results. Finally, 14 experts and 20 students are invited to sequence the importance of each dimension obtained after membership determination. Expert evaluation method is used for calculating the weight of each dimension thereof. Results Generally, the results show that all the teaching quality evaluation standards which have been selected by teachers and students can be assorted into 5 dimensionalities, namely teaching content, teaching method, teaching norm, teaching organization and students' learning condition. Particularly, teachers maintain that 23 indicators can be chosen to assess the classroom teaching quality while students think that 24 items are qualified for evaluating the room teaching quality, and they reach a consensus in 13 items. Besides, there is a big difference in their weight of the 5 dimensionalities. Conclusions By comparing and analyzing the choices and opinions about the classroom teaching quality evaluation standard between teachers and students, we learn that the two relative groups' assessments and comments are far different mainly attributing to their different evaluation perspectives on classroom teaching quality. Therefore, we advise different evaluation indicator systems should be adopted respectively for evaluation subjects in classroom teaching quality evaluation. Key words: Classroom teaching quality; Evaluation standards; Expert consultant method; Weight

Application of AHP in Teaching Quality Evaluation for Polytechnic

According to the status of vocational teaching quality evaluation, this paper will have an analysis of the AHP that is used to quantify the qualitative classroom teaching quality evaluation. It is applied to determine the weights of evaluation factors, to build a hierarchical model of teaching quality evaluation, to analyze implementation steps of AHP: construct hierarchical model-determine the weight of each factor-derived decision alternatives. Questionnaire analysis has proved that this method not only can be used to have a comprehensive evaluation of teaching quality but also to have an evaluation on the secondary index. The method is scientific, rational and has a high application value.

Research on Classroom Teaching Quality Evaluation of Chinese as a Foreign Language Based on AHP Model

How to evaluate the teaching quality of Chinese teacher objectively is an important subject of each university. In view of the shortage of classroom teaching quality evaluation, AHP model is introduced to evaluate the quality of TCFL, and an Chinese teaching quality evaluation system is established. Based on the evaluation content and standard of the system, combined with the the principle of AHP and expert investigation method, a judgment matrix is established, and the weight of each index to the total target is calculated. The comprehensive weight of each index and evaluation object score are multiplied, through a series of calculation, the teachers comprehensive scores can be obtained so as to evaluate the teaching quality. The results show that it is very scientific and objective to evaluate Chinese classroom teaching quality by using AHP model, it is a feasible evaluation method and has higher application value.

Evaluation on classroom teaching quality of clinical medicine and its countermeasures

Objective To explore the effect classroom teaching quality evaluation on the improve- ment of teaching quality. Methods In- service teachers offering classes to undergraduates majoring in clinical medicine during the period of 2010 to 2011 in Tangshan Clinical Hospital of Hebei Medical University were enrolled as research objectives. Totally 128 teachers （ majored in 16 disciplines ）, screened out from the enrolled teachers, met the criteria and passed through the evaluation in terms of class quality of lessons. They were arranged in descending order and the top 15% were grouped as the preeminent group while the 15% at the bottom were classified as standard group and the rest 70% as good group. Descriptive analysis was made to appraise results from four respects ： major and discipline, records of formal school- ing, professional ranks and titles and length of teaching experience. Results Based on the analysis of teaching situation in major disciplines, the top 3 disciplines possessing the largest proportion of preemi- nent teachers were neurology（50%）, otolaryngology-head and neck surgery（40%） and surgery （20：6%）. When it comes to the analysis of formal schooling records of teachers, there is no distinct dis- crepancy in rate of standard reaching between teachers with postgraduate degree and teachers with gradu- ate degree. However, rate of standard reaching was slightly higher in teachers with other degrees than teaching with undergraduate degree or above. In the analysis of professional ranks and titles, the proportion was 94.6% in teachers with senior professional title （ associated senior professional title and senior profes-sional title ） and the teachers with medium grade professional title only occupied a proportion of 5.4%. In the dimension of teaching years, rate of outstanding and good teachers was relatively high in teachers with 8 teaching years and teacher with less than 3 teaching years, whereas the outstanding rate was low and rate of standard reaching was high in teachers with the 3-4 teaching years. Conclusions Measures to enhance the quality of teaching can be found out according to the analysis of influencing factors of teaching quality evaluation. Key words: Evaluation of teaching quality; Clinical medicine; Analysis and countermeasures

A Comprehensive Evaluation Method for Physical Education Teaching Based on Analytic Hierarchy Process

Abstract The physical education teaching quality evaluation is an important part of the college sports teaching quality management. This paper introduce analytic hierarchy process into physical education teaching qualify, which change the distortion phenomenon of final evaluation result in the traditional weight determination method due to human error. We establish analytic hierarchy structure model of the physical education teaching quality evaluation according to AHP. Then we use fuzzy comprehensive operation of the fuzzy operator to evaluate physical education teaching qualify.At last we do empirical research to verify this method.The result shows that our proposed algorithm can get the better integration of qualitative analysis and quantitative analysis to overcome the arbitrariness in the original classroom teaching quality evaluation which greatly improve the accuracy of the classroom teaching quality evaluation. Phsical education teaching fuzzy comprehensive evaluation method based on analytic hierarchy process has high promotion value and good prospect in the physical education teaching management.

An Approach to Evaluating The Chinese Foreign Classroom Teaching Quality Evaluation with Linguistic Information

An Approach to Evaluating The Chinese Foreign Classroom Teaching Quality Evaluation with Linguistic Information

Comprehensive Evaluation of Classroom Teaching Quality based on Intuitionistic Fuzzy Information

Comprehensive Evaluation of Classroom Teaching Quality based on Intuitionistic Fuzzy Information