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題名 | 應用層級分析法建構私立科技大學教師評鑑指標--以北區教學資源中心為例= |
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作者 | 吳錫惠; 葉秀華; |
期刊 | 萬能商學學報 |
出版日期 | 20130700 |
卷期 | 18 2013.07[民102.07] |
頁次 | 頁179+181-192 |
分類號 | 525.529 |
語文 | chi |
關鍵詞 | 教師評鑑; 層級分析法; 評鑑指標; 私立科技大學; Teacher evaluation; Analytic hierarchy process; AHP; Evaluation indicators; The private university of science and technology; |
中文摘要 | 由於大學法的修訂,讓各校透過教師評鑑制度,取得教師的績效表現,作為改善教師品質的決策考量。然而,觀諸近年來的教師評鑑研究,較著重於一般公私立大學教師,對於技專校院的相關研究較少。本研究方法為AHP層級分析法,以北區教學資源中心有獲得教育部教學卓越計畫之六所私立科技大學進行AHP問卷調查,有效問卷回收率為50%。根據研究之分析與結果,歸納主要結論為:一、本研究依據教師評鑑指標架構,分為教學、研究、服務與輔導三大類別,從類別中分類出十一個項目,進而再分類出59個評鑑指標。二、依照權重大小,評鑑類別首重教學(69%),其次服務與輔導(17%),研究(14%)最低。三、教學項目分為:教學規劃(39%)、教學成效(26%)、教學指導(25%)、教務配合(10%)。研究項目分為:研究計畫(38%)、期刊論文(30%)、專門著作(18%)、學術參與(14%)。服務與輔導項目:學生輔導(57%);校內服務(34%);校外服務(9%)。其中,教學類別、研究類別及服務與輔導類別的關鍵項目各為教學規劃、研究計畫及學生輔導。 |
英文摘要 | Due to the revision of the University Act, institutions are charged to evaluate the teachers’ performance through teacher evaluation system to improve the teacher quality. However, the current studies of teacher evaluation are more focused on the general public and private universities for the less technical colleges/universities. The purpose of this study is to construct teacher evaluation indicators for the private University of Science and Technology as a reference for implementation of the teacher evaluation. The Analytic Hierarchy Process (AHP) is adopted. The AHP questionnaires are sent to six private Universities of Science and Technology in Center for Teaching and Learning Excellence in Northern Region, which have obtained the Teaching Excellence Project by Ministry of Education. The return questionnaires run 50% valid response rate.The main conclusions are as follows: First, this study based on teacher evaluation indicators architecture, the Teacher Evaluation System is divided into teaching, research, service and counseling categories; eleven projects category classification; then sort out the 59 evaluation indicators. Second, In accordance with the order of weight, teaching is the most important evaluation category (69%), followed by services and counseling (17%), research (14%) and the lowest. Third, teaching category is divided into teaching planning (39%), the effectiveness of teaching and learning (26 percent), teaching guidance (25%), Coordination with teaching affair (10%). Fourth, research category is divided into the research project (38%), journal paper (30%), specialized texts (18%), and academic participation (14%). Services and counseling programs is divided into student counseling (57%), school services (34%), and off-campus services (9%). The key project of teaching category, research category, as well as services and counseling category are teaching planning, research projects and student counseling, respectively. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。