PrS与5个影响因素之间的线性回归方程,并得出QTBC是影响EfPrS的最主要因素;运用聚类分析和判别分析方法得到了课堂教学基元系统高效、中效和低效的边界值。"/>
Research on Evaluation of Chemistry Classroom Teaching Effectiveness
Research on Evaluation of Chemistry Classroom Teaching Effectiveness
ZHENG Chang-Long1, FU Li-Hai2, HE Peng1
1. Institute of Chemical Education, Northeast Normal University, Jilin 130024, China; 2. College of Chemistry, Tonghua Normal University, Jilin 134000, China
Abstract According to system science theory, we illustrated the definition of the effectiveness of primitive system in chemistry classrooms. Using item analysis, exploratory factor analysis, and confirmatory factor analysis, we developed a valid and reliable instrument for assessing the effectiveness of primitive system (EfPrS) in chemistry classrooms, and found five key factors for indicating EfPrS, these are the rationality of using time (RUT), the quality of teaching behavior chain (QTBC), match degree (MD), the quality of using resource and technology (QUR&T), and rationality of primitive content (RPrC). We further employed regression analysis to establish linear regression equation between EfPrS and these five key factors, and found that the QTBC is the most important factor to impact the EfPrS. Finally, using cluster and discriminant analysis, we identified the three levels of the effectiveness of primitive systems (high efficient, mediate efficient and low efficient) in chemistry classrooms.
