CAJ | 학술논문

以“E+”实验区双专业为对象,研究了实验区不同专业学生评教结果及其影响因素.发现在学习价值感、群体互动、人际和谐、教学管理、功课量/难度、知识宽度等因素上,单专业学生显著优于双专业学生,在教学热情因素上,两者无显著差异.进一步实证发现,在影响评教结果方面,单专业和双专业影响因素相同,但不同专业的各影响因素的表现程序不相同,这与各专业自身的特点有关;最后对结果进行分析并提出了相关建议.
이“E+”실험구쌍전업위대상,연구료실험구불동전업학생평교결과급기영향인소.발현재학습개치감、군체호동、인제화해、교학관리、공과량/난도、지식관도등인소상,단전업학생현저우우쌍전업학생,재교학열정인소상,량자무현저차이.진일보실증발현,재영향평교결과방면,단전업화쌍전업영향인소상동,단불동전업적각영향인소적표현정서불상동,저여각전업자신적특점유관;최후대결과진행분석병제출료상관건의.
This paper studies the teaching effects and their affecting factors of “E+” Dual-degree Program by taking the double-major students as the subjects. The result reveals that the single-major students are more satisfied with the teaching effects than double-major students in such aspects as sense of worth, group interaction, interpersonal harmony, teaching management, quantity/difficulty of the homework, breadth of knowledge, and there is no great difference between the two from the perspective of teaching enthusiasm. Further study shows that the factors affecting the results of teaching evaluation are the same for both single and double majors but different for different specific major. Finally, some suggestions are put forward.