Research On Constructing The Measurement Model Of The Education Quality Of Ethnic Classes In Chinese Hinterland

The ethnic classes in Chinese hinterland is an important decision and arrangement made by our country to improve the quality of education in Tibet,xinjiang and other regions,promote economic development,maintain social stability,and achieve long-term peace and stability.Over the past 30 years,the ethnic classes in Chinese hinterland have made great achievements,but there are also some problems in the process of running schools,and the existing evaluation indicators do not match the current goal of cultivating students.Therefore,this study constructs a tool to measure the level of education quality of the ethnic classes in Chinese hinterland and to diagnose the existing problems in the quality of cultivation.I have the honor to serve as the head teacher of the 2017 high school math teacher training class about the Tibetan classes in Chinese hinterland and the the first training class for Tibetan teachers in basic education.Therefore,I have the opportunity to conduct in-depth investigation and research on the ethnic classes in Chinese hinterland.This study takes the Tibetan classes in Chinese hinterland as an example,adopts the method of combining qualitative and quantitative analysis,and comprehensively uses the method of literature research,questionnaire survey,descriptive statistical analysis,analytic hierarchy process,correlation analysis,difference analysis and other methods.Considering a large number of domestic existing the construction of measurement models construction and the exploration of the system of measurement indexes,for example,the measurement model of students'schoolwork burden,the measurement model of elementary school students'geometric intuitive ability,the measurement model of junior middle school students'information technology literacy,the measurement model of elementary school students'statistical thinking,the measurement model of school characteristic development,the system of measurement indicators for mathematics symbols awareness in lower grades of elementary school and so on,I define the operational definition of the education quality of the Tibetan classes in Chinese hinterland as the first step,then explore the system of measurement indexes of the education quality of the ethnic classes in Chinese hinterland.Finally,the measurement model is constructed and the validation results show that the model is feasible,operable and effective.The research process and conclusions are as follows:Exploring the connotation and operational definition of the education quality of the ethnic classes in Chinese hinterland.Through literature research,the education quality of the Tibetan classes in Chinese hinterland has been clarified,that is,the level of education and the degree of effectiveness of the classes?including the classes built separately and mixed classes?and the schools that recruit students for the Tibet autonomous region are held in the mainland.Its goal is to train a group of cadres for all-round development of morality,intelligence,physique,aesthetics and labor in Tibet,which can effectively promote the reform and opening up,economic prosperity and career development of Tibet.Based on the basic ideas of the domestic basic education measurement model,this study attempts to explore the operable definition of the education quality of ethnic classes in Chinese hinterland:the comprehensive performance of students in five aspects,including morality and labor,academic development,physical and mental development,aesthetics and interest,and service to Tibet,after studying in inland Tibetan classes.Exploring the measurement index system of education quality of the ethnic classes in Chinese hinterland.According to the operational definition,five first-level indicators and 22 second-level indicators were preliminarily worked out on the basis of literature research and investigation.After that,12 representative experts were interviewed and investigated to revise the primary and secondary indicators.The revised indicators include 17 secondary indicators such as moral character and labor?Y₁?,academic development?Y₂?,physical and mental development?Y₃?,aesthetics and interest?Y₄?,service to Tibet?Y₅?and so on.Then,the index recognition surveys of the 32 teachers from 16 provinces?cities?and the 20 middle school leaders,great teachers and research staff in 7 cities?districts?of Tibet was investigated to verify the rationality of the revised index,found that the primary index were all greater than 4,the secondary index were basically all greater than 4,the regulation of body and mind were 3.88 which is the only scored slightly lower than 4,it shows that the rationality of the indexes which have been adjusted were verified.To construct the measurement model of the ethnic classes in Chinese hinterland.Six authoritative experts in related fields were issued the"consultation questionnaire on the index weight of the education quality measurement of the Tibetan classes in Chinese hinterland",and the index weight was calculated by the analytic hierarchy process?ahp?with the mvstats package in R3.3.3 software.The specific weight of the first-level and second-level indexes is obtained,among which the first-level indexes are morality and labor?0.23?,academic development?0.24?,physical and mental development?0.24?,aesthetics and interest?0.12?,and service to Tibet?0.17?.The measurement model is built:Y=0.23Y₁+0.24Y₂+0.24Y₃+0.12Y₄+0.17Y₅.The feasibility,operability and validity of the model were verified by a small test.The sample selected for this survey is 302 high school students from 9 classes of Tibetan middle and high schools in A region.The Cronbach's alpha in this test is 0.854which is greater than 0.7,with high reliability and good structural validity.The measurement shows that the performance of the five first-level indicators and the comprehensive evaluation of Tibetan middle and high schools in region A all rank B.The measurement results of the 14 experts from the university are in good agreement with the measurement model:the overall agreement is 78.57%,and the five first-level indicators of morality and labor,academic development,physical and mental development,aesthetics and interest,and service to Tibet are respectively 71.43%,85.71%,78.57%,71.43%and 78.57%.It shows that this model can diagnose the education quality level of the ethnic classes in Chinese hinterland effectively.The focus of this study is the construction and verification of the measurement model of the education quality of the ethnic classes in Chinese hinterland.The difficulty of this study is the determination of index and index weight in the model and the development of educational quality assessment questionnaire for the ethnic classes in Chinese hinterland.The innovation of this study is that it is the first time to construct the measurement model of the education quality of the ethnic classes in Chinese hinterland and develop the related measurement scale.However,due to the limited personal level and the limited samples,the accuracy of the scale and model needs to be further improved.