摘要
基于第四届全国高校青年教师教学竞赛决赛的互动资料,运用卡麦兹质性编码技术,提取出了个性特征、教师基本功、专业素养、教学能力、总体感觉等五个同行评教领域要素。同行评教存在着要素间、对象间与评价主体间的差异性,可依据评教性质、评教目的和教师所处的不同发展阶段,选择不同的评教策略。
Based on the interactive materials from the finals of the 4th National Teaching Competition for Young Teachers of Universities,the qualitative coding techniques of Charmaz are adopted to extract five kinds of evaluation factors in the peer review:personality characteristics,basic skills of teaching,professional qualities,teaching capabilities and overall feelings.The result indicates that there are some differences among the factors,objects,standards and judgments in the process of the whole evaluation.More attention of peer review should be paid on some special aspects such as:inherent requirement in professional development of teachers,the range of application,different combinations of evaluation factors,stage characteristics of the subjects and overall process of teaching.
作者
赵宝柱
姚念
胡伟
马嘉俪
Zhao Baozhu;Yao Nian;Hu Wei;Ma Jiali(School of Humanity and Law,Hebei Normal University of Science&Technology,Qinhuangdao Hebei 066004,China)
出处
《河北科技师范学院学报（社会科学版）》
2019年第4期90-94,共5页
Journal of Hebei Normal University of Science & Technology(Social Sciences)
基金
河北省高等教育教学改革研究与实践项目“基于内涵与特色发展的教师教学能力提升策略研究”(2018GJJG302)
关键词
教学评价
同行评教
质性分析
teaching evaluation
peer review
qualitative analysis
