Research On Classroom Teaching Quality Evaluation Of Guangxi Medical College Based On Students’ Perspective

Objectives:This study investigates the current situation of undergraduate classroom teaching quality evaluation in four medical colleges in Guangxi,analyzes the differences of classroom teaching quality evaluation in demographic variables,and clarifies the relationship between students’ satisfaction with teaching evaluation and relevant dimensions.This paper focuses on the main problems existing in the classroom teaching quality evaluation of four medical colleges in Guangxi,and analyzes the reasons,so as to provide countermeasures and suggestions for optimizing the classroom teaching quality evaluation of Guangxi medical colleges Methods:1.Using the method of literature research,this paper combs the relevant theoretical research of classroom teaching quality evaluation at home and abroad,expounds the theoretical basis of classroom teaching quality evaluation and determines the relevant concepts.2.Through the method of questionnaire survey,using the "questionnaire on the current situation and needs of classroom teaching quality evaluation in Guangxi Medical Colleges" to investigate the non graduating undergraduates of Guangxi Medical University,Guangxi University of traditional Chinese medicine,Guilin Medical College and Youjiang Medical College for nationalities.A total of 4000 questionnaires were distributed and 3892 were recovered.3.Through the statistical analysis method,Descriptive statistical method was used to analyze the basic personal information of the respondents,including school,gender,grade,major and position.The measurement data were expressed as mean ± standard deviation,and the count data were expressed as percentage.The data were analyzed by independent t-test,ANOVA,Pearson correlation analysis and multiple linear regression analysis.Results:1.In the dimension of teaching evaluation cognition,the average value of teaching evaluation index content cognition is the highest,which is 3.19,and the lowest average value is the cognition of teaching evaluation organization process,which is only 2.81.2.The overall score of satisfaction dimension was 3.08 ± Among them,the highest satisfaction of the respondents is the content of classroom teaching quality evaluation index,with an average of 3.20 points;The lowest one is the satisfaction of the organizational process of classroom teaching quality evaluation,with an average of 2.97 points.3.There were significant differences in gender,grade,major and position in cognition,satisfaction and comprehensive evaluation among undergraduates of four medical colleges in Guangxi(P < 0.05),but there was no significant difference in Colleges(P > 0.05).4.Taking the satisfaction of teaching evaluation as the dependent variable,the other four dimensions of cognition and comprehensive evaluation as the independent variables,the multiple linear regression model is constructed,and the regression formula is listed: satisfaction = 0.220 + 0.268 * cognition + 0.202* teaching evaluation method + 0.032 * teaching evaluation subject + 0.204 *teaching evaluation content + 0.196 * teaching evaluation organization.Among them,the corresponding p value of the evaluation subject is greater than 0.05,which indicates that the degree of recognition of the evaluation subject is not an important factor that can have a significant positive impact on the satisfaction of the dependent variable.Conclusions:Through the investigation of the current situation of undergraduate classroom teaching quality evaluation in four medical colleges in Guangxi and the data analysis of the survey results.It is found that there are the following problems in the evaluation of classroom teaching quality in Guangxi Medical Colleges:(1)students’ cognition of teaching evaluation needs to be improved(2)The evaluation index lacks the individuality of local medical colleges(3)The organization of teaching evaluation is not strict(4)The way of teaching evaluation is not comprehensive enough.According to the research results,we put forward some countermeasures to improve the quality of classroom teaching in medical colleges:(1)establish a correct education concept,improve students’ cognition of teaching evaluation(2)Improve the index design and integrate the personality of local medical colleges(3)We should improve the system of teaching evaluation and strictly organize the implementation process of teaching evaluation(4)To ensure the scientization of teaching evaluation and improve the way of teaching evaluation.