摘要
目的探讨课堂教学质量评价对提高教学质量的作用。方法以河北医科大学唐山临床医学院2010—2011学年在教学一线的临床教师128人为研究对象，涉及16个学科专业。按教学质量评价得分降序排列，取前15％为教学优秀组，后15％为达标组，中间70％为良好组。对课堂教学质量评价结果从授课教师的学科专业、学历、职称、教龄4个方面，进行描述性分析。结果按教师所在学科专业的授课情况分析，优秀教师比例居前三位的学科是神经病学（50．0％）、耳鼻喉头颈外科学（40．0％）、外科学（20．6％）。按教师学历分析，研究生和本科学历中教师优秀、良好、达标率无明显区别，而其他学历教师优秀率稍高于本科以上学历教师。按教师职称分析，高级职称（包括副高级和正高级职称）教师占94．6％，中级职称教师仅占5．4％。按教师教龄分析，8年以上及3年以下教龄教师优秀率、良好率较高；而3-4年教龄教师优秀率低、达标率高。结论通过分析影响课堂教学质量评价因素，能够找出提高课堂教学质量的对策。
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.
出处
《中华医学教育探索杂志》
2013年第7期712-715,共4页
Chinese Journal of Medical Education Research
基金
基金项目：河北省卫生厅立项课题（08198）
关键词
课堂教学质量评价
临床医学专业
分析与对策
Evaluation of teaching quality
Clinical medicine
Analysis and countermeasures
