CAJ | 학술논문

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。
목적탐토과당교학질량평개대제고교학질량적작용。방법이하북의과대학당산림상의학원2010-2011학년재교학일선적림상교사128인위연구대상，섭급16개학과전업。안교학질량평개득분강서배렬，취전15%위교학우수조，후15%위체표조，중간70%위량호조。대과당교학질량평개결과종수과교사적학과전업、학력、직칭、교령4개방면，진행묘술성분석。결과안교사소재학과전업적수과정황분석，우수교사비례거전삼위적학과시신경병학（50.0%）、이비후두경외과학（40.0%）、외과학（20.6%）。안교사학력분석，연구생화본과학력중교사우수、량호、체표솔무명현구별，이기타학력교사우수솔초고우본과이상학력교사。안교사직칭분석，고급직칭（포괄부고급화정고급직칭）교사점94.6%，중급직칭교사부점5.4%。안교사교령분석，8년이상급3년이하교령교사우수솔、량호솔교고；이3~4년교령교사우수솔저、체표솔고。결론통과분석영향과당교학질량평개인소，능구조출제고과당교학질량적대책。
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.