CAJ | 학술논문

204位学生和26名教师参与教师课堂教学评价指标体系问卷调查。结果表明，学生和教师认同度较高的15项指标中，其中有9项指标内容相同，但顺序略有不同。相同指标主要集中在“教学热情”和“作业／考核”两个维度，具体到对各项指标认同度上，学生和教师则存在明显差异。研究表明，教师课堂教学评价具有复杂性，需要充分考虑学生和教师的需求，注重评价的发展性功能。
204위학생화26명교사삼여교사과당교학평개지표체계문권조사。결과표명，학생화교사인동도교고적15항지표중，기중유9항지표내용상동，단순서략유불동。상동지표주요집중재“교학열정”화“작업／고핵”량개유도，구체도대각항지표인동도상，학생화교사칙존재명현차이。연구표명，교사과당교학평개구유복잡성，수요충분고필학생화교사적수구，주중평개적발전성공능。
There are 204 students and 26 teachers participated in the questionnaire ot classroom teacnmg evaluation index system in the research. The results show that students and teachers highly agreed in 15 indicators, including 9 same indicators with a slightly different order. The same indicators mainly concentrated in the ＂teaching enthusiasm＂ and ＂homework/assessment＂. Specific to the indicators on the degree of recognition, students and teachers had obviously different recognition. That is because they judged the indicators based on their own views. We found that the evaluation of teachers＇ classroom teaching is complicated and we should take the needs of students and teachers into full consideration and pay attention to the developmental function of the evaluation.