A Study On The Evaluation Quality Of Specialized Classroom Teaching In Postgraduates Of Educational Subjects

With the continuous expansion of the scale of graduate students,the quality of graduate training has always been the focus of attention.Classroom teaching as an important part of the graduate training process,its quality directly affects the quality of graduate students.For a long time,the education subject as a special existence of teacher education,which make a great contribution for the development of a large number of talent.With the expansion of the scale of education and the reform of the education system,the quality of the training of postgraduates in education has become increasingly prominent.As a direct participant in classroom teaching,through their quality awareness survey of classroom teaching can provide a wealth of information for the quality of classroom teaching of postgraduates.However,through the analysis of the current literature,we found that there are few studies which focus on the teaching of postgraduates,and there are few studies which focus on the subject of education,and most of them focus on countermeasures and problem studies,but lack of empirical research also lacks a student-perceived perspective.Therefore,it is necessary to carry out empirical analysis from the perspective of student perceived teaching quality.On the basis of the existing research,this paper divides the classroom teaching into teaching attitude,teaching content,teaching method,teacher-student interaction in the teaching process,and the students 'classroom interaction in the classroom teaching,the students' learning and the interaction between teachers and students Learning initiative,teaching effect and so on.Using the relevant statistical analysis method of SPSS software,this paper analyzes the perceived quality of the master's degree in the classroom teaching of the education subject.The results show that:(2)Whether it is perceived quality of better professional course or perceived poor quality of professional courses,students of teaching methods,teaching attitude and teaching content of the perceived quality is higher,the teaching process of teacher-student interaction,teaching effectiveness and classroom Active learning perceived quality is low.In the perceptual good course,students perceive the highest quality of teaching attitude,followed by teaching methods and teaching content.In the case of poorly sensible professional courses,students perceive the quality of teaching effect,followed by classroom learning initiative and teacher-student interaction.(3)Under the dimension of teaching attitude,the perceived quality index of perceived better professional and perceived poor professional courses is quite different,the difference in perceived quality on feedback is the smallest,and the index is relatively high,indicating that teachers are teaching In the teaching content dimension,the teaching method should enhance the application of the content;in the teaching mode dimension,the teaching method of the inspiration and learning methods to be strengthened;in the teaching effect dimension,the classroom teaching should be strengthened Students' scientific research ability,way of thinking and communication expression.(4)In the interaction between teachers and students,professional teachers should strengthen the interaction between teachers and students in the classroom,and guide students to think.(5)In the process of teaching the learning initiative,the quality of perceived quality of students in different class preparation,active participation and questioning are relatively high,and students are less likely to perceive their own learning initiative(6)There is no significant difference in the perceived quality of professional class teaching in different professors,and there are significant differences in the perceived quality of different professions,students' types and graduation intention and classroom teaching.There are no significant differences in the perceived quality of professional courses in different professional courses,and there are significant differences in the perceived quality of different classes,grades,students' types and graduation intention.