Research On Influencing Factors Of Teaching Quality Evaluation Of Secondary Vocational Skills Courses From The Perspective Of Multiple Subjects

Quality is the eternal theme of school education and the lifeline of school development.Teaching quality is always the goal of the school,but also the vitality and competitiveness of the school;Teaching quality evaluation is an important way to promote the steady improvement of school teaching quality,which has been highly valued by educational researchers.At present,the relevant research of curriculum teaching quality evaluation has achieved corresponding results to a certain extent.But in the course teaching quality evaluation process,different evaluation subjects often have different views on the same evaluation factors.It is worth thinking and discussing what these evaluation subjects focus on teaching quality evaluation and what impact it will have on the development of teaching evaluation.In view of this,this study will explore the factors influencing the teaching quality evaluation of vocational skills courses and their correlation from the perspective of multiple subjects,so as to feedback the perceived values of different subjects into the teaching evaluation,so as to provide valuable basis for the development of the teaching quality evaluation and further improve the teaching quality.Based on the review of relevant research results of curriculum teaching quality evaluation and combined with relevant theories and requirements of structural equation model,this study carried out the following research work: Firstly,by using literature research method and Delphi method,five aspects of teacher literacy,teaching content,teaching method,teaching skills and students’ performance are summarized as influencing factors of teaching quality,and a theoretical model of influencing factors of teaching quality evaluation of technical courses in secondary vocational schools is constructed.Secondly,questionnaire survey method is adopted to compile a questionnaire on influencing factors of curriculum teaching quality evaluation,and the questionnaire Star platform is used to investigate three groups: students,teachers and enterprises.The research objects are mainly secondary vocational students,teachers and enterprises in Guangzhou,Guangdong.Thirdly,375 sample data were randomly selected for each population by mathematical statistics method,and the reliability and validity of the sample data were analyzed,as well as exploratory factor analysis.At the same time,the confirmatory factor analysis was carried out for each measurement model.Fourthly,the structural equation model method is used to construct the initial path diagram of the influencing factors of the teaching quality evaluation of vocational skills courses,and the path coefficient of the structural equation model is analyzed and the theory of the model hypothesis is tested.Finally,based on the test results of structural equation model,multiple linear regression equation is constructed to predict the teaching quality of the course,and the prediction results are visualized with radar map.The research conclusions are as follows: First,students,teachers and enterprises have both the same and different emphasis on the influencing factors and correlation degree of the evaluation of the teaching quality of vocational skills courses.Similarities: All the three groups believe that teachers’ teaching methods have the greatest direct influence on teaching quality.Differences: Students think teaching content and students’ performance are more important,while teaching skills are less related to teachers’ literacy.Teachers think teaching skills and students’ performance are more important,but teachers’ literacy and teaching content are less related.Enterprises believe that teachers’ literacy and teaching skills are more important,and the correlation between teaching content and students’ performance is low.At different points,it is also found that there are similarities between the two groups: both students and teachers think that student performance is more important,and the correlation degree of teacher literacy is low;Both teachers and enterprises believe that teaching skills are more important and teaching content is less relevant.Secondly,after averaging the path coefficients among the same potential variables of all groups,it is found that teaching methods have the greatest impact on the evaluation of teaching quality,followed by teacher literacy,teaching skills,student performance and teaching content.Through theoretical analysis and empirical research,this study obtained the factors influencing the teaching quality evaluation of technical courses in secondary vocational schools from the perspective of different groups and their correlation,which provided certain basis for improving the teaching quality.