Analysis of the value orientation of classroom teaching quality evaluation systems in medical colleges

Shi Lu; Huang Xinyu; Wang Fei

doi:10.3760/cma.j.cn116021-20251021-02211

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Analysis of the value orientation of classroom teaching quality evaluation systems in medical colleges

Educational Evaluation | 更新时间：2026-03-24

- Analysis of the value orientation of classroom teaching quality evaluation systems in medical colleges
- Chinese Journal of Medical Education Research Vol. 25, Issue 3, Pages: 277-281(2026)
- 作者机构：
  
  1.南方医科大学教学发展中心，广州 510515
  2.南方医科大学卫生管理学院，广州 510515
  3.南方医科大学继续教育学院，广州 510515
- 作者简介：
  
  Wang Fei, Email: 386832666@qq.com
- 基金信息：
  
  2025 Guangdong Provincial Education Science Planning Project (Higher Education Special Project)(2025GXJK0333);2023 Guangdong Provincial Undergraduate Colleges Teaching Quality and Teaching Reform Engineering Construction Project (YJGH [2024] No. 9)(粤教高函〔2024〕9号)
- DOI：10.3760/cma.j.cn116021-20251021-02211
  CLC： R-05
- Received：21 October 2025，
  
  Published：20 March 2026
- 稿件说明：
移动端阅览
师璐, 黄新煜, 王飞. 医学院校课堂教学质量评价体系的价值取向分析[J]. 中华医学教育探索杂志, 2026, 25(3): 277-281.

Shi Lu, Huang Xinyu, Wang Fei. Analysis of the value orientation of classroom teaching quality evaluation systems in medical colleges[J]. Chinese Journal of Medical Education Research, 2026, 25(3): 277-281.
师璐, 黄新煜, 王飞. 医学院校课堂教学质量评价体系的价值取向分析[J]. 中华医学教育探索杂志, 2026, 25(3): 277-281. DOI： 10.3760/cma.j.cn116021-20251021-02211.

Shi Lu, Huang Xinyu, Wang Fei. Analysis of the value orientation of classroom teaching quality evaluation systems in medical colleges[J]. Chinese Journal of Medical Education Research, 2026, 25(3): 277-281. DOI： 10.3760/cma.j.cn116021-20251021-02211.

摘要

目的

分析医学院校课堂教学质量评价指标体系存在的价值取向偏差，为优化评价体系提供实证依据和具体路径。

方法

以收集的56所医学院校的273套课堂教学评价指标体系为样本，采用文本分析法，构建包含评价目标、指标、方式及权重的分析框架，由2名研究人员背对背进行编码，并计算评分者间信度（Kappa值）。

结果

编码信度良好（Kappa=0.85）。评价目标“重促教、轻促学”，92.31%（252/273）的体系主要聚焦于教师教学行为；评价指标“重概括、轻精准”，41.76%（114/273）的体系存在可衡量性欠佳的指标；评价方式“重量化、轻定性”，88.28%（241/273）的体系仅采用量化反馈方式；权重分配“重平均、轻导向”，90.11%（246/273）的体系指标分差≤10分。

结论

建议强化以学生发展为中心的评价目标，运用行为锚定法增强指标可操作性，构建融合质性反馈的教师发展导向评价体系，并实施校本化与动态化的权重分配，以优化评价体系并提升教学质量。

Abstract

Objective

To analyze the value orientation bias in the classroom teaching quality evaluation index systems of medical colleges and provide an empirical basis and specific pathways for evaluation system optimization.

Methods

A total of 273 classroom teaching quality evaluation index systems were collected from 56 medical colleges. A text analysis was adopted to construct an analytical framework encompassing evaluation objectives

indicators

methods

and weights. Two researchers performed back-to-back coding

and inter-rater reliability (Kappa value) was calculated.

Results

Coding reliability was high (Kappa=0.85). Evaluation objectives exhibited a bias toward promotion of teaching over promotion of learning

with 92.31% (252/273) of the systems primarily focusing on the instructional behaviors of teachers. Evaluation indicators showed a bias toward generalization over precision

with 41.76% (114/273) of the systems containing indicators with poor measurability. Evaluation methods exhibited a bias toward quantitative over qualitative assessments

with 88.28% (241/273) of the systems employing only quantitative feedback methods. Weight allocation demonstrated a bias toward averageness over guidance

with 90.11% (246/273) of the systems showing indicator score differences of ≤10 points.

Conclusions

It is recommended to strengthen student-development-centered evaluation objectives

apply behaviorally anchored methods to enhance the operability of indicators

construct a teacher-development-oriented evaluation system that integrates qualitative feedback

and implement school-specific and dynamic weight allocation

thus optimizing the evaluation system and improving teaching quality.

关键词

Keywords

references

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