论文总字数：27416字

摘 要

大学生的数量逐年增加，如何保证教学效果是社会各界人士高度关注的问题。本文通过研究高校教学效果的影响因素，不仅可以促进国家人才的培养，还可以为教育改革提供方向。

教学效果是一个不能直接测量的变量，研究方法有很多种，高校实测数据的诸多指标会构成了显变量和潜变量的交错关系，很多方法都具有一定的局限性，但结构方程模型在这一方面具有优势，可以处理多个潜在变量和观察变量的路径关系。在指标维度选取方面，目前已有的研究存在一些不足，比如，鲜有以学生为主体研究教学效果，间接因素影响考虑不够充分。

针对当前的一些不足，本文在以下方面进行了一些创新。首先，本文从学生反馈的角度出发，选取包含直接影响因素：生师互动、校园环境的支持度、学习方式的丰富程度，和间接影响因素：主动学习合作水平、课程价值度共五个维度衡量教学效果。接着通过因子分析提取公因子，减少主观误差，得到影响教师教学效果的七个潜变量：院校支持度、主动学习合作水平、师生互动、在线学习、理解分析能力、师生情感和多样化学习。最后假设这七个潜变量具有相关关系，构建结构方程模型，通过对模型的拟合、评价，发现模型适配程度较好。但是，还存在样本选择范围不够完善和数据精度不够的问题，有待改进。

关键词：结构方程模型 教学效果 因子分析

Research on the Influencing Factors of College Teaching Quality Based on Structural Equation Model

Abstract

How to guarantee the teaching quality becomes a highly concerned matter of people from all walks of life because of the increasing number of college students. Studying the factors that affect teaching quality can not only promote the cultivation of national talents, but also provide direction for educational reform.

Teaching quality is a variable which can not be assessed directly. A lot of statistics methods are applied to study the assessment. Many indicators of the data will constitute complex interlaced relationships between observed variables and potential variables, resulting in many methods with certain limitations. However, structural equation model (SEM) has advantages in the aspect because it can handle the complex relationships. There are some shortages in existent researching files on the selection of indicators. For example, there are few studies that focus on the teaching quality evaluation of students, or indirect factors are not considered adequately.

This paper makes the following innovations for the current deficiencies. First of all, from the perspective of students' feedback, this paper selects five dimensions to evaluate the teaching quality, including the direct influencing factors: student and faculty interaction, supportive campus environment and richness of learning style, and the indirect influencing factors: active and collaborative learning , curriculum value. Then common factors are extracted by factor analysis to reduce subjective errors and obtain seven latent variables: supportive campus environment, active and collaborative learning, student and faculty interaction, online learning, understanding and analysis ability, teacher-student relationship and diverse learning. Finally, SEM is constructed by the related assuming the seven latent variables. After the simulation and evaluation of this model, it is good for assessing the teaching and learning. However, there are still some problems, such as the range of sample selection is not perfect and the conclusion can be enhanced to be more accurate.

Key words: structural equation model (SEM); teaching quality assessment; factor analysis

目 录

摘要 Ⅰ

Abstract Ⅱ

第一章 导论 1

1.1研究背景和研究意义 1

1.1.1研究背景 1

1.1.2研究意义 1

1.2文献综述 2

1.3文章框架及创新之处 5

1.3.1 文章框架 5

1.3.2 文章创新之处 5

第二章 相关理论基础 7

2.1变量类型 7

2.2因子分析 7

2.3结构方程模型 9

2.3.1结构方程模型的两个基本模型 9

2.3.2结构方程模型的优势 10

2.3.3 结构方程模型的分析过程 11

第三章 高校教学效果的影响因素的初步分析 14

3.1指标体系的构建 14

3.2数据的信效度检验 14

3.3因子分析 15

3.3.1 变量的相关性分析 16

3.3.2 提取公因子并进行因子旋转 16

3.3.3 检验因子分析的结果 19

第四章 各影响因素对高校教学效果的影响机制探索 20

4.1 模型设定 20

4.2 模型识别 21

4.3 模型拟合 21

4.4 模型评价 21

第五章 结论与展望 25

5.1 结论 25

5.2 展望 26

参考文献 28

致谢 31

第一章 导论

1.1 研究背景和研究意义

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