The Evaluation Of Tibetan And Chinese Bilingual Mathematics Teaching Quality In Colleges And Universities Based On FCE

The fundamental task of institutions of higher learning is to train high-quality people to meet the needs of social development,Classroom teaching is still the main means and the most basic way to cultivate talents.As the unique form and main position of minority higher education in China,the quality of talent training has the most direct relationship with the quality of classroom teaching.The evaluation of the quality of classroom teaching in colleges and universities is the core of the evaluation of the quality of teaching in schools,and it is an important basis to measure the teachers' theoretical level,professional ability and teaching effect.Classroom teaching evaluation in ethnic colleges is conducive to accurately grasping the development of bilingual teaching and formulating relevant solutions to the problems in the teaching process,which plays an important role in the steady implementation of dual education and the overall development of schools.A mixed methodology of both qualitative and quantitative research is employed in the study.First of all,the literature analysis and interviews were used to investigate the quality of mathematics classroom teaching,Tibetan and Chinese bilingual teaching and evaluation status.Based on the text analysis of the current tibetan-chinese bilingual mathematics classroom teaching quality evaluation system in colleges and universities,it is found that the traditional classroom teaching evaluation system is mainly used,ignoring the differences among different majors,disciplines and cultural backgrounds,the unreasonable setting of index weight and the imperfect calculation of evaluation results.Aiming at these problems,drawing on the evaluation framework of classroom teaching at home and abroad and the quality evaluation system of Tibetan-Chinese bilingual teaching in colleges and universities,starting from the "teaching" of teachers and the "learning" of students,determining the quality evaluation indicators of Tibetan-Chinese bilingual teaching in colleges and universities,and completing preliminary construction of evaluation indexes of Tibetan-Chinese bilingual classroom teaching in colleges and universities.Second,the Delphi method is used for expert opinion consultation,and a questionnaire on the quality of Tibetan-Chinese bilingual teaching in colleges and universities is formulated.Secondly,formulate a questionnaire of expert opinions on teaching quality of Tibetan-Chinese bilingual mathematics in colleges and universities,and use Delphi method to survey some experts and teachers of some ethnic colleges and normal colleges and collate the opinions of experts.By analyzing the survey data of experts' feedback with SPSS 21.0,the teaching quality evaluation system of tibetan-chinese bilingual mathematics in colleges and universities was determined,including 6 first-level indexes and 20 second-level indexes,including teaching attitude,teaching content,teaching method,teaching psychological environment,student behavior and teaching effect.Thirdly,using AHP and Matlab_R2014b software to determine the weight of the evaluation index,and complete the construction of the quality evaluation system of Tibetan-Chinese bilingual teaching in colleges and universities.Finally,the FCE was applied to the practice of Tibetan-Chinese bilingual mathematics teaching in three colleges and universities,and the quality of classroom teaching was obtained.The quality of classroom teaching was analyzed,and reasonable suggestions were made to optimize teaching methods and improve Teaching Quality.