A Study On Classroom Teaching Satisfaction Of College Students In Tibet

Tibet is an important frontier area in China.The stability and development of Tibet is a major issue related to China's development.Colleges and universities in Tibet are the main breeding base of talents in Tibet.The satisfaction of classroom teaching in Colleges and universities directly affects the training quality of talents.The quality of talent training in Colleges and universities in Tibet will in turn affect the image of colleges and universities.In the face of the current continuous expansion of enrollment,the relative shortage of teachers'resources,teachers'intentional investment in teaching but lack of energy,and the worrying quality of classroom teaching,how to maximize the role of the current teacher resources,focus on improving the quality of classroom teaching,and then comprehensively improve the level of classroom teaching in Tibet's colleges and universities It has both theoretical value and practical significance.As a key step of talent training,teaching plays an important role in the development of Tibet.As the most important part of the whole teaching work,classroom teaching is the key to improve the teaching quality of Tibet's colleges and universities.This study investigates the current situation of classroom teaching satisfaction in Tibet's colleges and universities,and draws the corresponding investigation results and research conclusions,in order to needle the current situation of classroom teaching satisfaction in Tibet's colleges and universities and enrich the empirical research on the satisfaction of classroom teaching in Tibet's colleges and universities,and also hopes to provide the scholars who study the satisfaction of classroom teaching in the future with the relevant research that can be used for reference,and provide the Tibet region with the relevant research The research of classroom teaching satisfaction contributes a little.This study first defines the core concepts of higher education satisfaction and classroom teaching satisfaction,then uses the classroom teaching satisfaction questionnaire compiled by Liu Wu,Zhang Jinfeng and others,and according to the actual situation of colleges and universities in Tibet,changes the original questionnaire from 10 points to5 points,and carries out a predictive test on the questionnaire,which shows that the change of the scoring method of the questionnaire will not affect the letter of the questionnaire Validity.Then,a questionnaire survey is carried out with the students from a university and a college in Tibet as samples,and an interview outline is listed based on the survey results to interview the students and teachers;finally,suggestions are put forward for the survey results and existing problems.The results are as follows:1.By using the method of quartile grouping,the scores of classroom teaching satisfaction of Tibet university students are divided into three different groups:high school and low school.It is found that the scores of classroom teaching satisfaction of Tibet University Students in the middle group and low group account for 53.4%of the total number;2.The results of independent sample t-test show that there are significant differences in gender and college type in classroom teaching satisfaction of Tibetan college students;3.The results of one-way ANOVA show that there are significant differences in the variables such as nationality,grade,college,major,and grade ranking in the classroom teaching satisfaction of Tibetan University Students;4.Regression analysis is used to test the regression of the total score of each dimension of classroom teaching satisfaction,and the results show that R~2after adjustment is 0.809,which shows that each dimension has a better robustness to the change of the total score.The corresponding suggestions are carried out from three aspects:from the school level,we should further clarify the training objectives,optimize the curriculum system,encourage and attach importance to teaching,improve the teacher evaluation system,and establish a sound logistics support system;from the teacher level,teachers should enrich their own teaching content,adopt appropriate teaching methods,and pay attention to self-study to improve their personal quality;from the student level,students should Students should set up a correct learning concept,increase the initiative of learning,and set reasonable learning goals.