Survey On The Reformation Of The Students’ Evaluation Of Teaching Effectiveness System From The Perspective Of Flipped Classroom

The rapid development of educational informationization has revolutionary influence on undergraduate teaching, fostering changes and innovation in education system. On this background, flipped classroom appears. The flipped classroom model is a students-centered and teachers-supported model, reversing the traditional pre-class and after class, transferring knowledge before class and strengthening knowledge in class. Since flipped classroom was introduced to our country, it receives more and more educators’attention, and has been carried out by more and more educators. However, practice has proved that students’evaluation of teaching effectiveness system, which is widely used as a fundamental policy for the teaching quality assurance system in higher education institutions, is far from adapting to undergraduate teaching which has been remodeled by flipped classroom, not to mention its efficacy. Only by finding a bonding point between flipped classroom and students’ evaluation of teaching effectiveness system, can student’ evaluation of teaching effectiveness system improve teaching effectiveness.Based on above, the innovation of this research is that it proceeds in the analytical perspective of flipped classroom, reveals how flipped classroom rebuilds undergraduate teaching, and studies the problems and the trend of changes of students’evaluation of teaching effectiveness system.This thesis is divided into four parts, namely introduction, case study, dilemma analysis and countermeasure analysis of students’evaluation of teaching effectiveness system.The first part mainly discusses the background, the significance of this research, the domestic and foreign research status of educational informationization in higher education, flipped classroom and students’evaluation of teaching effectiveness system, the research thought and method and defines relevant concepts and theoretical basis.The second part is about case study. Through participatory observation and intensive interviews, we inspect the implementation of teaching process, the organization and conduct of teaching activities, the roles and tasks of teachers and students in Literary Criticism Flipped Classroom in H university, so as to reveal the changes of undergraduate teaching in such a flipped classroom. In addition, according to the results of case study, we elaborate the remodeling of undergraduate teaching under the background of flipped classroom, including the remodeling of teachers’and students’role, the remodeling of teaching model, and the remodeling of teaching objectives.In the third part, we profoundly think the challenges and trends of students’ evaluation of teaching effectiveness system after implementing flipped classroom model in Literary Criticism, conclude the dilemma of students’evaluation of teaching effectiveness system under the background of flipped classroom, and analyze its reasons. According to intensive interviews for students in Literary Criticism Flipped Classroom in H university, we find that under the background of flipped classroom, students’ evaluation of teaching effectiveness system has three problems:failure to follow the pace of change of teachers’and students’roles:stoping at teacher-centered mode; failure to follow the pace of the teaching model:sticking to the old comments index system; failure to follow the pace of the teaching condition:students’evaluation of teaching effectiveness system is out of date.The last part based on the dilemma of students’evaluation of teaching effectiveness system under the background of flipped classroom, proposes some corresponding solutions:follow the pace of change of teachers’and students’roles:implementing students-centered mode; follow the pace of the teaching model:timely updating comments index system; follow the pace of the teaching condition:effectively combining with information technology to complete assessment methods.This thesis obtains conclusion as follows:flipped classroom promotes the profound changes of undergraduate teaching, including the remodeling teachers’ and students’ pre-class, in-class, after-class roles, the remodeling of teaching model, and the remodeling of teaching objectives. In order to adapt to the undergraduate teaching which has been remodeled by flipped classroom, students’evaluation of teaching effectiveness system has to follow the pace of change of teachers’and students’roles, the teaching model, and the teaching condition. Only by this way, can student’ evaluation of teaching effectiveness system improve teaching effectiveness.