CAJ | 학술논문

目的：分析教师背景特征对学生评教结果的影响，从促进教师专业发展的角度提高教师教学水平。方法收集复旦大学上海医学院2008至2011年共3个学年的学生评教数据，分析教师的性别、年龄、职称、学历等背景特征对学生评教结果的影响。运用Excel 2007建立数据集，SPSS 11.0软件对数据进行统计学处理。数据用（x±s）表示，不同性别、学历、年龄、职称之间的比较进行单因素方差分析，以P<0.05为差异有统计学意义。结果不同性别、学历的教师评教结果差异无统计学意义（P值分别为0.6139、0.8910）；不同年龄、职称教师评教结果差异有统计学意义（P值分别为0.0173、0.0325）。结论年龄、职称对学生评价结果有影响。充分考虑到教师的个体差异及不同背景，对教师专业发展提出相应对策，即加强新进教师、青年教师以及中年教师的培养，增加教学在考核评价指标中的比重。
목적：분석교사배경특정대학생평교결과적영향，종촉진교사전업발전적각도제고교사교학수평。방법수집복단대학상해의학원2008지2011년공3개학년적학생평교수거，분석교사적성별、년령、직칭、학력등배경특정대학생평교결과적영향。운용Excel 2007건립수거집，SPSS 11.0연건대수거진행통계학처리。수거용（x±s）표시，불동성별、학력、년령、직칭지간적비교진행단인소방차분석，이P<0.05위차이유통계학의의。결과불동성별、학력적교사평교결과차이무통계학의의（P치분별위0.6139、0.8910）；불동년령、직칭교사평교결과차이유통계학의의（P치분별위0.0173、0.0325）。결론년령、직칭대학생평개결과유영향。충분고필도교사적개체차이급불동배경，대교사전업발전제출상응대책，즉가강신진교사、청년교사이급중년교사적배양，증가교학재고핵평개지표중적비중。
Objective Analyzing the impact of teachers' background characteristics on the Students' evaluation to improve the quality of teaching from the angle of the teachers professional development. Methods Based on the data of students' evaluation of teaching of Shanghai medical college of Fudan University from 2008 to 2011, the article analyzed the teachers' gender, age, job title, diploma, and other relevant background characteristics. Excell2007 was used to build dataset and the data was analyzed statistically by software of SPSS 11.0 and expressed with x±s. The statis-tical method of one-way analysis of variance was used to compare the teachers with different genders, education backgrounds, ages and professional titles, showing statistically significant difference (P<0.05). Results comparative analysis showed that no statistically significant differences existed in fac-ulty teaching evaluation scores among the teachers of different genders or different education back-grounds(P=0.613 9、0.891 0). There were however significant differences in teaching evaluation of teachers of diverse ages and professional ranks(P=0.017 3 and P=0.032 5). Conclusions According to the analysis results of faculty teaching evaluations, associate professors' teaching evaluation scores were lower than intermediate grade teachers', and the score of the teachers between the age of 41 to 45 was lower than that of the teachers between the age of 36 to 40. Therefore individual variations and various social backgrounds of teaching faculties should be taken into consideration and the corre-sponding countermeasures for the professional development of teachers should been put forward. In addition, the cultivation of new teachers, young and middle-aged teachers should be strengthened, and the proportion of teaching evaluation in the Performance Appraisal should be increased.