A Research On The Micro-standard Course Effectiveness Evaluation Of Normal University Student

Micro-standard course has been carried out more than20years in China’s higher normaluniversities, they put capital equipment and human resources into it, but each person’s incomeeffect is not the same. In recent years, with the reform of the university education, theyenhance investment in the micro-standard courses gradually."Micro-standard courseeffectiveness evaluation" is by building multivariate regression models, to find if there issome different between the expected value and actual value.This research have three parts:First, building the micro-standard course effectiveness evaluation index system of normaluniversity. There are2parts in the system: teaching skill and influence factor. Mainly throughthe literature method, interview method, observation method and Delphi method, expertevaluation method.The Influence factors including2primary dimensions,8secondarydimensions and15indexs. The index system of teaching skills includ4primary dimensions,11secondary dimensions and34indexs.Second, building micro-standard course effectiveness evaluation model of normaluniversity.In this paper, we found the junior student at Liaoning normal university as theresearch object, mainly use the Delphi method, interview method, observation method toprepare the measuring tool. The data collection of the"output" part, mainly used observationmethod to evaluate teaching skill, about the "output" part of data collection, mainly adoptsquestionnaire method. By SPSS13.0to build "the evaluation model about influence factors ofcourse", results show that the curriculum factors can explain33.9%of the micro-standardcourse effectiveness, curriculum factors impact on the dependent variable is the largest.Similarly to build "the evaluation model about influence factors of student"and" theevaluation model of micro-standard course effectiveness ", the results show that studentsfactors can explain50.3%of the dependent variable, the "practical attitude" is the biggestimpact on the dependent variable; the "student personal factors" and "curriculum factors”can explain84.2%of the dependent variable, and “practical attitude” is the most significantimpact on the dependent variable.Finally, calculating the each academy teaching skill scores’ residual value (the actualvalue-predicted value=residual value), the results show that there are much different resultsrankings between the Course effectiveness Evaluation and the traditional way of teaching skillscore average ranking result is very different.