| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: The classroom teaching evaluation system commonly used in current universities is facing multiple challenges, such as the disconnect between evaluation indicators and evaluation subjects, vague evaluation objectives, and unreasonable indicator design. These problems directly lead to the neglect of student's learning experience and satisfaction as learning subjects, making it difficult to effectively achieve the original intention of "promoting teaching quality improvement through evaluation and driving student learning progress through evaluation". In view of this, this article focuses on the current student evaluation index system in a university in Hebei Province, China. Drawing on the educational philosophy of the humanistic education pioneer Rogers' "student-centered" approach, a diversified evaluation index system guided by student satisfaction and learning outcomes is constructed through reconstruction and optimization.
Keywords: Student-centered approach; Classroom teaching; Evaluating indicator
Article Info: Received: 05 Aug 2024, Received in revised form: 06 Sep 2024, Accepted: 12 Sep 2024, Available online: 20 Sep 2024
DOI: 10.22161/ijtle.3.5.2
| Total View: 1159 | Downloads: 4 | Page No: 18-26 | Full Text PDF |
| Cite this Article: APA | ACM | Chicago | Harvard | IEEE | MLA | Vancouver | Bibtex |
