Research On The Satisfaction Degree Of Mathematics Classroom Teaching In Ethnic Universities Based On OBE

According to the requirements of local society,training high-quality applied talents is the basic task of colleges and universities,and classroom teaching is an effective way to train talents.The universities for nationalities in China are the unique form and main battlefield of higher education in ethnic areas.Whether the goal of personnel training can meet the educational development and social needs in ethnic areas is closely related to the satisfaction of classroom teaching.It is helpful to observe the teaching level of the teachers and to grasp the teaching situation accurately to carry out the survey of the teaching satisfaction degree of mathematics in universities for nationalities.In view of the problems in the process of the realization of the training goal,the relevant solutions will play an important role in the training of applied high-quality talents in ethnic areas.First of all,by means of qualitative and quantitative research methods,Literature Analysis and interviews,a survey of mathematics classroom teaching in ethnic colleges and universities was carried out,ignoring the differences between different majors,disciplines and cultures,the lack of pertinence in the design of classroom teaching evaluation indicators and standards,and the unclear value orientation of classroom teaching evaluation,there are some problems in the setting of index weight,such as singleness and incomplete calculation of evaluation result.Reference is made to the evaluation framework of classroom teaching at home and abroad and the current evaluation system of mathematics teaching in ethnic universities.Starting from the teacher's “Teaching”,the OBE(Outcome based education)concept is integrated with the survey of mathematics classroom teaching satisfaction,and the first-class index of mathematics classroom teaching satisfaction in ethnic universities is determined according to the three principles of student-centered,reverse construction and ability-oriented,the first-level indicators are differentiated to complete the preliminary construction of OBE-based mathematics classroom teaching satisfaction index in ethnic universities.Secondly,conduct expert opinion consultation,formulate an OBE-based questionnaire of expert opinions on mathematics classroom teaching satisfaction in ethnic colleges and universities,use Delphi method to investigate and interview some ethnic college teachers and related experts,sort out the effective opinions put forward by experts,and use SPSS for teaching Descriptive statistics are made on content,teaching methods,teaching goals,process goals,teaching results,teachers' personal qualities,and teaching psychological environment.7 first-level indicators and 21 second-level indicators are determined on the basis of statistics.The Analytic Hierarchy Process(AHP)is used again to test the consistency of the judgment matrix with the help of programming software,and on this basis,the satisfaction index weight is determined,and the construction of the OBE-based mathematics classroom teaching satisfaction index system in ethnic colleges and universities is completed.The Fuzzy Comprehensive Evaluation Method(FCE)was used to apply the constructed satisfaction index system to the specific practical investigation of two ethnic high-efficiency mathematics classroom teaching,and was used to calculate the satisfaction degree of mathematics classroom teaching in ethnic colleges and universities based on OBE.Finally,the SPSS software further performs difference,correlation,factor analysis and logistic regression analysis on this data.On the basis of this data analysis,draw ROC curve graphs,predict the effectiveness of the model,and put forward reasonable suggestions for improvement.Cultivate application-oriented high-quality talents to lay a theoretical foundation.