【作者】 张晶；

【导师】 王湘云；

【作者基本信息】 山东大学 ， 英语语言文学， 2013， 硕士

【摘要】 20世纪未中国高等教育大规模扩招使得高等教育从精英教育向大众教育转型,教育质量由此成为高等教育发展中的核心问题。学生评教,作为一个信效度较高,又行之有效的评价工具,已经成为高等教育监管中不可缺少的一个环节,备受国内外教育学家的青眯。然而,我国翻译硕士(MTI)的相关研究还处在起始阶段,学生评教的实证研究更是无人涉足,故本文为了填补这方面的空白,在美国顾客满意度指数(ACSI)模型基础之上，构建了基于学生满意度的翻译硕士教学质量评估模型,旨在较为全而地反映当前翻译硕士(MTI)教学状况的全貌,从而为将来MTI在确立合理的课程设置、以及选用具体的教学方法、校园文化建设等方面提供一手的借鉴资料,确保整个MTI教学过程的系统性和科学性。本研究首先综述了国内外学生评教的研究成果,然后介绍了学生评教的理论基础,进而在鲍威(2007)研究的基础上,发展了基于学生满意度的MTI教学质量评估模型,继而提出了3个研究问题：MTI学生对所在培养单位教学质量满意度的总体状况：不同层次院校的学生满意度差异对比；造成学生满意度差异的影响机制。本研究采用实证研究的方法,以2007年和2008年审议通过的40所设置MTI专业硕士专业学位高校的5个培养类别中各选取1所高校共计80名在读口、笔译硕士研究生为测试对象,对其进行问卷调查,为了全面了解学生对MTI教学满意度,设定了39个提问项目，其中29个闭合式项目采用4等级评定尺度、3个开放式项目和7个学生背景项目。我们使用SPSS18.0对所得统计数据进行定量分析,为了保证研究的全而性,我们还对调查问卷中的开放式项目进行定性分析。本项研究结果表明：1)学生对MTI教学总体状况持肯定态度；2)不同层次院校MTI培养单位中，985院校教学总体满意度高于211和一般类院校；3)影响教学成效的因素(即造成教学总体满意度差异的影响机制)主要包括高校选拔性,工作经验,升学打算,工作意向和教学过程等一系列指标。本研究有效地反映了MTI教学状况的全貌,获得了MTI教学开展过程中的现状和问题,分析探讨了教育成效的影响机制,为改革和调整MTI教学课程的结构性,改善教师教学态度和校园学术环境制定事与一套完善的指标体系提供现实依据,对MTI研究具有重大的借鉴意义。更多还原

【Abstract】 In the current educational background, teaching quality assurance is a priority in the institutes of higher education (HEIs). Student evaluations of teaching (SETs) have been widely accepted as a reliable, valid and effective rating instrument, and have attracted much attention from researchers both at home and abroad. However, the practice of SETs has not yet been carried out in MTI (Master of Translation and Interpreting) program since its inception in2007. The present study, based on American Customer Satisfaction model, develops a student satisfaction model, aiming to depict a comprehensive picture of MTI educational practice, and provide the first-hand reference for a highly intentional program setting, effective teaching methods, and welcome campus construction in order to ensure the systematic and scientific operation of MTI teaching practice.In the thesis, the author first reviews the major findings of student evaluations of teaching (SETs), expounds theories underpinning the practice of student evaluations, and introduces a modified version of student evaluation model based on student satisfaction. Then three research questions are proposed:1) What is MTI students’satisfaction rate about the overall teaching in their program?2) Are there any differences in the satisfaction degree in different universities? If any, what are they?3) What are the factors that really work in the course of student evaluations of teaching in MTI program?To address the research questions, a paper-based questionnaire survey is administered nation-widely among five MTI institutes chosen from the first40institutes approved by the Ministry of Education in2007and2008respectively. Participants in this research are80second-year students of the MTI institutes mentioned above. This survey is composed of thirty-nine items, including twenty-nine quantitative items, three qualitative items, and seven personal information items. We conduct quantitative analysis on the data collected by employing SPSS (Version18.0for windows), and also make qualitative analysis by examining students’responses to the open-ended question items, in order to depict a comprehensive picture of the research focus. Results obtained show that1) students. panoramically, express positive responses towards overall teaching quality in Mil institutes;2) in terms of MTI teaching quality in different types of universities, it can be argued that university selectivity addresses, to a large extent, the overall student satisfaction;3) factors, including university selectivity, formal work experience, study intention, job intention, and instructional process indicators, cluster together to form the influencing mechanism to student evaluations of MTI teaching.The present study contributes in two important ways. The study, on the one hand, delineates a comprehensive picture of MTI teaching quality as a whole to understand the status quo and problems inside MTI institutes. It probes, on the other, into the influencing mechanism sensitive to the rating results in order to provide suggestions on adjusting curricular structure, improving faculty qualifications, and constructing campus environment to a realistic level.更多还原