Teaching work evaluation method and electronic equipment

Abstract

The invention discloses a teaching work evaluation method and electronic equipment, and the method comprises the steps: obtaining the number of students, the theoretical class time number and the actual class time number corresponding to each course of teaching of a teacher for each teacher, and determining the teaching work intensity parameter of the teacher according to the number of students, the theoretical class time number and the actual class time number; obtaining and determining teaching work quality parameters according to the contribution rate proportion of each scientific research achievement of the teacher, the time duration of participating in scientific research and the level of the scientific research achievement; determining a first teaching equilibrium parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; for each teacher, determining a second teaching equilibrium parameter of the teacher according to the teaching work intensity parameter and the teaching work quality parameter of the teacher; and determining a teaching work evaluation result of the teacher according to a difference value between the second teaching equilibrium parameter and the first teaching equilibrium parameter. And the accuracy of teaching evaluation is improved.

Description

Technical Field

[0001] The present application relates to the technical field of educational assessment, and in particular to a teaching work assessment method and electronic equipment. Background Art

[0002] With the development of science and technology, especially the development of mobile communication technology, how to transform the assessment and evaluation methods by using scientific and technological means to make the assessment and evaluation functions more powerful has become a research topic in various schools.

[0003] In the prior art, the evaluation of a teacher's teaching work is generally based on the weighted sum of the teacher's class hours, the number of students, and the difficulty of the course, and the decision on whether the teacher's work needs to be adjusted is made based on the result of the weighted sum; for example, if the result of the weighted sum is too large or too small, the evaluation result of the teacher's teaching work needs to be adjusted, otherwise the evaluation result of the teacher's teaching work does not need to be adjusted. The prior art only considers the teacher's teaching data to evaluate the teaching work, and the accuracy of the teaching work evaluation is poor. Summary of the invention

[0004] The present application provides a teaching work evaluation method and electronic device to solve the problem that the prior art only considers the teaching data of teachers to evaluate teaching work, and the accuracy of the teaching work evaluation is poor.

[0005] In a first aspect, the present application provides a teaching work evaluation method, the method comprising:

[0006] For each teacher, obtain and determine the teaching work intensity parameter of the teacher according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher;

[0007] For each teacher, obtain and determine the teaching quality parameters based on the contribution rate of each scientific research achievement of the teacher, the length of time involved in scientific research and the level of scientific research achievements;

[0008] Determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0009] For each teacher, the second teaching balance parameter of the teacher is determined according to the teaching work intensity parameter and the teaching work quality parameter of the teacher; and the teaching work evaluation result of the teacher is determined according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0010] The above technical solution has the following advantages or beneficial effects:

[0011] In this application, firstly, the teaching work intensity parameter of the teacher is determined according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher; then, the teaching work quality parameter is determined according to the contribution rate of each scientific research achievement of the teacher, the length of time involved in scientific research and the level of scientific research achievements. Then, according to the teaching work intensity parameter and teaching work quality parameter of each teacher, the first teaching balance parameter is determined. After the second teaching balance parameter is determined according to the individual teaching work intensity parameter and teaching work quality parameter of the teacher, the teaching work evaluation result of the teacher is determined according to the difference between the second teaching balance parameter and the first teaching balance parameter. This application combines the teaching data and scientific research data of the teacher to evaluate the teaching work, thereby improving the accuracy of the teaching evaluation; and from the perspective of overall teaching, the teaching work evaluation result of each teacher is determined in combination with the first teaching balance parameter determined by each teacher, thereby further improving the accuracy of the teaching evaluation.

[0012] In an optional implementation manner, determining the teaching workload parameter of the teacher according to the number of students, the number of theoretical class hours, and the number of actual class hours corresponding to each course taught by the teacher includes:

[0013] For each course taught by the teacher, determine the first teaching coefficient of the course according to the number of students corresponding to the course and the correspondence between the number of students and the teaching coefficient saved in advance; determine the teaching language of the course and the correspondence between the teaching language and the teaching coefficient saved in advance, and determine the second teaching coefficient;

[0014] The teaching workload intensity parameter of the teacher is determined according to the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course.

[0015] The above technical solution has the following advantages or beneficial effects:

[0016] In this application, for each course taught by a teacher, the first teaching coefficient of the course is first determined according to the number of students corresponding to the course; then the second teaching coefficient is determined according to the teaching language of the course; finally, the teaching work intensity parameter of the teacher is determined according to the number of theoretical class hours, the number of actual class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course. This improves the accuracy of determining the teaching work intensity parameter of the teacher.

[0017] In an optional implementation, determining the teaching workload intensity parameter of the teacher according to the number of theoretical class hours, the number of actual class hours, the first teaching coefficient, and the second teaching coefficient corresponding to each course includes:

[0018] Substitute the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course into the following formula to determine the teaching work intensity parameter of the teacher;

[0019]

[0020] In the formula, σ vol refers to the teacher's teaching workload parameter, p refers to the number of courses, K i It refers to the first teaching coefficient corresponding to course i, N i refers to the number of theoretical class hours corresponding to course i, It refers to the second teaching coefficient corresponding to course i, and x refers to the actual number of class hours.

[0021] The above technical solution has the following advantages or beneficial effects:

[0022] In this application, the theoretical number of class hours, actual number of class hours, first teaching coefficient and second teaching coefficient corresponding to each course are substituted into the formula Determine the teaching workload intensity parameters of teachers, thereby further improving the accuracy of determining the teaching workload intensity parameters of teachers.

[0023] In an optional implementation, determining the teaching work quality parameters according to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements includes:

[0024] For each scientific research achievement of the teacher, determine a third teaching coefficient according to the level of the scientific research achievement and the pre-saved correspondence between the level of the scientific research achievement and the teaching coefficient;

[0025] The teaching work quality parameters are determined based on the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours for each course taught by the teacher.

[0026] The above technical solution has the following advantages or beneficial effects:

[0027] In this application, for each scientific research achievement of a teacher, the third teaching coefficient is first determined according to the level of the scientific research achievement, and then the teaching work quality parameters are determined according to the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher. This improves the accuracy of determining the teaching work quality parameters.

[0028] In an optional implementation, determining the teaching work quality parameter according to the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher includes:

[0029] Substitute the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher into the following formula to determine the teaching work quality parameter;

[0030]

[0031] In the formula, σ qul refers to the teaching quality parameter, q refers to the number of scientific research results, p refers to the number of courses, x refers to the actual number of class hours, A i refers to the contribution rate of scientific research achievement i, B i refers to the length of time that scientific research achievement i has participated in scientific research. It refers to the third teaching coefficient of scientific research achievement i.

[0032] The above technical solution has the following advantages or beneficial effects:

[0033] In this application, the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher are substituted into the formula Determine the quality parameters of teaching work. Further improve the accuracy of determining the quality parameters of teaching work.

[0034] In an optional implementation manner, determining the first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher includes:

[0035] Substitute the teaching work intensity parameter and the teaching work quality parameter of each teacher into the following formula to determine the first teaching balance parameter;

[0036]

[0037] In the formula, τ load is the first teaching equilibrium parameter, n is the number of teachers, σ voli is the teaching intensity parameter of teacher i, σ quli It refers to the teaching quality parameter of teacher i.

[0038] The above technical solution has the following advantages or beneficial effects:

[0039] In this application, the teaching intensity parameters and teaching quality parameters of each teacher are substituted into the formula The first teaching balance parameter is determined, thereby improving the accuracy of determining the first teaching balance parameter.

[0040] In an optional implementation manner, before determining the teaching performance evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter, the method further includes:

[0041] Determine whether the first teaching balance parameter is less than a preset value. If not, determine the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0042] The above technical solution has the following advantages or beneficial effects:

[0043] In this application, it is first determined whether the first teaching balance parameter is less than a preset value. If not, it indicates that there are teachers with unbalanced teaching work. At this time, the subsequent step of determining the teaching work evaluation result of the teacher is performed according to the difference between the second teaching balance parameter and the first teaching balance parameter. Then, the teacher whose teaching work needs to be adjusted is determined to improve the accuracy of the teaching work evaluation.

[0044] In an optional embodiment, the method further includes:

[0045] If the first teaching balance parameter is less than a preset value, it is determined that the teaching performance evaluation results of each teacher are all teaching performance that does not require adjustment.

[0046] The above technical solution has the following advantages or beneficial effects:

[0047] If the first teaching balance parameter is less than the preset value, it means that the teaching balance of each teacher is good. At this time, it is determined that the teaching work evaluation results of each teacher do not need to be adjusted. There is no need to evaluate the difference between the second teaching balance parameter and the first teaching balance parameter of each teacher. While ensuring the accuracy of the teaching work evaluation, the resource energy consumption of the teaching work evaluation calculation is reduced.

[0048] In an optional implementation manner, determining the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter includes:

[0049] If the difference between the second teaching balance parameter and the first teaching balance parameter is greater than a preset difference threshold, determining that the teaching work evaluation result of the teacher is that the teaching work needs to be adjusted;

[0050] If the difference between the second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, it is determined that the teaching work evaluation result of the teacher is that the teaching work does not need to be adjusted.

[0051] The above technical solution has the following advantages or beneficial effects:

[0052] In this application, if the difference between the teacher's second teaching balance parameter and the first teaching balance parameter is greater than the preset difference threshold, it means that the teacher's teaching balance is poor, so the teacher's teaching work evaluation result is determined to be that the teaching work needs to be adjusted. If the difference between the teacher's second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, it means that the teacher's teaching balance is good, so the teacher's teaching work evaluation result is determined to be that the teaching work does not need to be adjusted. Thereby further improving the accuracy of the teaching work evaluation.

[0053] In a second aspect, the present application provides a teaching work evaluation device, the device comprising:

[0054] The first determination module is used to obtain, for each teacher, and determine the teaching work intensity parameter of the teacher according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher;

[0055] The second determination module is used to obtain and determine the teaching quality parameters for each teacher according to the contribution rate of each scientific research achievement of the teacher, the length of time involved in scientific research and the level of scientific research achievements;

[0056] A third determination module is used to determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0057] An evaluation module is used to determine the second teaching balance parameter of each teacher according to the teaching work intensity parameter and the teaching work quality parameter of the teacher; and determine the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0058] The first determination module is specifically used to determine, for each course taught by the teacher, a first teaching coefficient of the course according to the number of students corresponding to the course and a pre-stored correspondence between the number of students and the teaching coefficient; and to determine a second teaching coefficient according to a teaching language of the course and a pre-stored correspondence between the teaching language and the teaching coefficient;

[0059] The teaching workload intensity parameter of the teacher is determined according to the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course.

[0060] The first determination module is specifically used to bring the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course into the following formula to determine the teaching work intensity parameter of the teacher;

[0061]

[0062] In the formula, σ vol refers to the teacher's teaching workload parameter, p refers to the number of courses, K i It refers to the first teaching coefficient corresponding to course i, N i refers to the number of theoretical class hours corresponding to course i, It refers to the second teaching coefficient corresponding to course i, and x refers to the actual number of class hours.

[0063] The second determination module is specifically used to determine the third teaching coefficient for each scientific research achievement of the teacher according to the level of the scientific research achievement and the pre-saved correspondence between the level of the scientific research achievement and the teaching coefficient;

[0064] The teaching work quality parameters are determined based on the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours for each course taught by the teacher.

[0065] The second determination module is specifically used to bring the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher into the following formula to determine the teaching work quality parameter;

[0066]

[0067] In the formula, σ qul refers to the teaching quality parameter, q refers to the number of scientific research results, p refers to the number of courses, x refers to the actual number of class hours, A i refers to the contribution rate of scientific research achievement i, B i refers to the length of time that scientific research achievement i has participated in scientific research. It refers to the third teaching coefficient of scientific research achievement i.

[0068] A third determination module is specifically used to bring the teaching work intensity parameter and the teaching work quality parameter of each teacher into the following formula to determine the first teaching balance parameter;

[0069]

[0070] In the formula, τ load is the first teaching equilibrium parameter, n is the number of teachers, σ voli is the teaching intensity parameter of teacher i, σ quli It refers to the teaching quality parameter of teacher i.

[0071] The evaluation module is also used to determine whether the first teaching balance parameter is less than a preset value. If not, determine the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0072] The evaluation module is also used to determine that the teaching work evaluation results of each teacher are that no adjustment is required for the teaching work if the first teaching balance parameter is less than a preset value.

[0073] An evaluation module, specifically configured to determine that the evaluation result of the teacher's teaching work is that the teaching work needs to be adjusted if the difference between the second teaching balance parameter and the first teaching balance parameter is greater than a preset difference threshold;

[0074] If the difference between the second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, it is determined that the teaching work evaluation result of the teacher is that the teaching work does not need to be adjusted.

[0075] In a third aspect, the present application provides an electronic device, including a processor, a communication interface, a memory, and a communication bus, wherein the processor, the communication interface, and the memory communicate with each other via the communication bus;

[0076] Memory, used to store computer programs;

[0077] The processor is used to implement the method when executing the program stored in the memory.

[0078] In a fourth aspect, the present application provides a computer-readable storage medium, wherein the computer-readable storage medium stores a computer program, and when the computer program is executed by a processor, the described method is implemented.

[0079] In a fifth aspect, the present application provides a computer program product, wherein the computer program product comprises an executable program, and the executable program is executed by a processor to perform the described method. BRIEF DESCRIPTION OF THE DRAWINGS

[0080] In order to more clearly illustrate the technical solutions in the embodiments of the present application, the drawings required for use in the description of the embodiments will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present application. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0081] Figure 1 A schematic diagram of the first teaching work evaluation process provided for this application;

[0082] Figure 2 A schematic diagram of the process of determining the teaching workload parameters of teachers provided for this application;

[0083] Figure 3 Schematic diagram of the process of determining the quality parameters of teaching work provided for this application;

[0084] Figure 4 A schematic diagram of the second teaching job evaluation process provided for this application;

[0085] Figure 5 A schematic diagram of the third teaching work evaluation process provided for this application;

[0086] Figure 6 A schematic diagram of the fourth teaching work evaluation process provided for this application;

[0087] Figure 7 The architecture diagram of the teaching work evaluation system provided for this application;

[0088] Figure 8 Schematic diagram of the teaching work evaluation result display interface provided for this application;

[0089] Fig. 9 A flow chart of the teaching work evaluation provided for this application;

[0090] Fig.10 A schematic diagram of the teaching work evaluation device structure provided for this application;

[0091] Fig.11 This is a schematic diagram of the electronic device structure provided in this application. DETAILED DESCRIPTION

[0092] In order to make the purpose and implementation method of the present application clearer, the exemplary implementation method of the present application will be clearly and completely described below in conjunction with the drawings in the exemplary embodiments of the present application. Obviously, the described exemplary embodiments are only part of the embodiments of the present application, rather than all the embodiments.

[0093] It should be noted that the brief description of terms in this application is only for the convenience of understanding the embodiments described below, and is not intended to limit the embodiments of this application. Unless otherwise specified, these terms should be understood according to their ordinary and common meanings.

[0094] The terms "first", "second", "third", etc. in the specification and claims of this application and the above drawings are used to distinguish similar or similar objects or entities, and do not necessarily mean to limit a specific order or sequence, unless otherwise noted. It should be understood that the terms used in this way can be interchangeable under appropriate circumstances.

[0095] The terms "comprises," "comprising," and "having," and any variations thereof, are intended to cover but not exclude inclusion, for example, a product or device comprising a list of components is not necessarily limited to all the components expressly listed but may include other components not expressly listed or inherent to such product or device.

[0096] The term "module" refers to any known or later developed hardware, software, firmware, artificial intelligence, fuzzy logic, or combination of hardware and / or software code that is capable of performing the functions associated with that element.

[0097] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present application, rather than to limit it. Although the present application has been described in detail with reference to the aforementioned embodiments, those skilled in the art should understand that they can still modify the technical solutions described in the aforementioned embodiments, or replace some or all of the technical features therein with equivalents. However, these modifications or replacements do not cause the essence of the corresponding technical solutions to deviate from the scope of the technical solutions of the embodiments of the present application.

[0098] For the convenience of explanation, the above description has been made in conjunction with specific embodiments. However, the above exemplary discussion is not intended to be exhaustive or limit the embodiments to the specific forms disclosed above. Based on the above teachings, various modifications and variations can be obtained. The selection and description of the above embodiments are to better explain the principles and practical applications, so that those skilled in the art can better use the embodiments and various different variations of the embodiments suitable for specific use considerations.

[0099] Figure 1 The first teaching work evaluation process diagram provided for this application includes the following steps:

[0100] S101: For each teacher, obtain and determine the teaching work intensity parameter of the teacher according to the number of students, theoretical class hours and actual class hours corresponding to each course taught by the teacher;

[0101] S102: For each teacher, obtain and determine the teaching work quality parameters according to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements;

[0102] S103: Determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0103] S104: For each teacher, determine the teacher's second teaching balance parameter according to the teacher's teaching work intensity parameter and teaching work quality parameter; determine the teacher's teaching work evaluation result according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0104] The teaching work evaluation method provided in this application is applied to electronic devices, which may be PCs, computers, servers and other devices.

[0105] In this application, firstly, the teaching work intensity parameter of the teacher is determined according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher; then, the teaching work quality parameter is determined according to the contribution rate of each scientific research achievement of the teacher, the length of time involved in scientific research and the level of scientific research achievements. Then, according to the teaching work intensity parameter and teaching work quality parameter of each teacher, the first teaching balance parameter is determined. After the second teaching balance parameter is determined according to the individual teaching work intensity parameter and teaching work quality parameter of the teacher, the teaching work evaluation result of the teacher is determined according to the difference between the second teaching balance parameter and the first teaching balance parameter. This application combines the teaching data and scientific research data of the teacher to evaluate the teaching work, thereby improving the accuracy of the teaching evaluation; and from the perspective of overall teaching, the teaching work evaluation result of each teacher is determined in combination with the first teaching balance parameter determined by each teacher, thereby further improving the accuracy of the teaching evaluation.

[0106] Figure 2 The process diagram for determining the teaching workload parameters of teachers provided for this application includes the following steps:

[0107] S201: for each course taught by the teacher, determine the first teaching coefficient of the course according to the number of students corresponding to the course and the correspondence between the number of students and the teaching coefficient saved in advance; determine the teaching language of the course and the correspondence between the teaching language and the teaching coefficient saved in advance, and determine the second teaching coefficient;

[0108] S202: Determine the teaching workload intensity parameter of the teacher according to the theoretical class hours, the actual class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course.

[0109] In this application, for each course taught by a teacher, the first teaching coefficient of the course is first determined according to the number of students corresponding to the course; then the second teaching coefficient is determined according to the teaching language of the course; finally, the teaching work intensity parameter of the teacher is determined according to the number of theoretical class hours, the number of actual class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course. This improves the accuracy of determining the teaching work intensity parameter of the teacher.

[0110] In an optional implementation, determining the teaching workload intensity parameter of the teacher according to the number of theoretical class hours, the number of actual class hours, the first teaching coefficient, and the second teaching coefficient corresponding to each course includes:

[0111] Substitute the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course into the following formula to determine the teaching work intensity parameter of the teacher;

[0112]

[0113] In the formula, σ vol refers to the teacher's teaching workload parameter, p refers to the number of courses, K i It refers to the first teaching coefficient corresponding to course i, N i refers to the number of theoretical class hours corresponding to course i, It refers to the second teaching coefficient corresponding to course i, and x refers to the actual number of class hours.

[0114] In this application, the theoretical number of class hours, actual number of class hours, first teaching coefficient and second teaching coefficient corresponding to each course are substituted into the formula Determine the teaching workload intensity parameters of teachers, thereby further improving the accuracy of determining the teaching workload intensity parameters of teachers.

[0115] Figure 3 The process diagram for determining the teaching work quality parameters provided for this application includes the following steps:

[0116] S301: for each scientific research achievement of the teacher, determine a third teaching coefficient according to the level of the scientific research achievement and a pre-saved correspondence between the level of the scientific research achievement and the teaching coefficient;

[0117] S302: Determine the teaching work quality parameters according to the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours for each course taught by the teacher.

[0118] In this application, for each scientific research achievement of a teacher, the third teaching coefficient is first determined according to the level of the scientific research achievement, and then the teaching work quality parameters are determined according to the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher. This improves the accuracy of determining the teaching work quality parameters.

[0119] In an optional implementation, determining the teaching work quality parameter according to the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher includes:

[0120] Substitute the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher into the following formula to determine the teaching work quality parameter;

[0121]

[0122] In the formula, σ qul refers to the teaching quality parameter, q refers to the number of scientific research results, p refers to the number of courses, x refers to the actual number of class hours, A i refers to the contribution rate of scientific research achievement i, B i refers to the length of time that scientific research achievement i has participated in scientific research. It refers to the third teaching coefficient of scientific research achievement i.

[0123] In this application, the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher are substituted into the formula Determine the quality parameters of teaching work. Further improve the accuracy of determining the quality parameters of teaching work.

[0124] In an optional implementation manner, determining the first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher includes:

[0125] Substitute the teaching work intensity parameter and the teaching work quality parameter of each teacher into the following formula to determine the first teaching balance parameter;

[0126]

[0127] In the formula, τ load is the first teaching equilibrium parameter, n is the number of teachers, σ voli is the teaching intensity parameter of teacher i, σ quli It refers to the teaching quality parameter of teacher i.

[0128] The above technical solution has the following advantages or beneficial effects:

[0129] In this application, the teaching intensity parameters and teaching quality parameters of each teacher are substituted into the formula The first teaching balance parameter is determined, thereby improving the accuracy of determining the first teaching balance parameter.

[0130] It should be noted that for each teacher, according to the teacher's teaching work intensity parameter and teaching work quality parameter, the second teaching equilibrium parameter of the teacher can also be determined according to the above formula To determine. At this time, i in the formula is 1. That is τ load x is the second teaching equilibrium parameter.

[0131] Figure 4 The second teaching work evaluation process diagram provided for this application includes the following steps:

[0132] S401: For each teacher, obtain and determine the teaching work intensity parameter of the teacher according to the number of students, theoretical class hours and actual class hours corresponding to each course taught by the teacher;

[0133] S402: For each teacher, obtain and determine the teaching work quality parameter according to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements;

[0134] S403: Determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0135] S404: If the first teaching balance parameter is not less than a preset value, for each teacher, determine the second teaching balance parameter of the teacher according to the teaching work intensity parameter and the teaching work quality parameter of the teacher; and determine the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0136] The preset value is, for example, 5, 6, etc.

[0137] In this application, it is first determined whether the first teaching balance parameter is less than a preset value. If not, it indicates that there are teachers with unbalanced teaching work. At this time, the subsequent step of determining the teaching work evaluation result of the teacher is performed according to the difference between the second teaching balance parameter and the first teaching balance parameter. Then, the teacher whose teaching work needs to be adjusted is determined to improve the accuracy of the teaching work evaluation.

[0138] Figure 5 The third teaching work evaluation process diagram provided for this application includes the following steps:

[0139] S501: For each teacher, obtain and determine the teaching work intensity parameter of the teacher according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher;

[0140] S502: For each teacher, obtain and determine the teaching work quality parameter according to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements;

[0141] S503: Determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0142] S504: If the first teaching balance parameter is less than a preset value, it is determined that the teaching work evaluation results of each teacher are all teaching work and no adjustment is required.

[0143] If the first teaching balance parameter is less than the preset value, it means that the teaching balance of each teacher is good. At this time, it is determined that the teaching work evaluation results of each teacher do not need to be adjusted. There is no need to evaluate the difference between the second teaching balance parameter and the first teaching balance parameter of each teacher. While ensuring the accuracy of the teaching work evaluation, the resource energy consumption of the teaching work evaluation calculation is reduced.

[0144] Figure 6 The fourth teaching work evaluation process diagram provided for this application includes the following steps:

[0145] S601: For each teacher, obtain and determine the teaching work intensity parameter of the teacher according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher;

[0146] S602: For each teacher, obtain and determine the teaching work quality parameter according to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements;

[0147] S603: Determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0148] S604: For each teacher, determine the second teaching balance parameter of the teacher according to the teaching work intensity parameter and the teaching work quality parameter of the teacher; if the difference between the second teaching balance parameter and the first teaching balance parameter is greater than a preset difference threshold, determine that the teaching work evaluation result of the teacher is that the teaching work needs to be adjusted; if the difference between the second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, determine that the teaching work evaluation result of the teacher is that the teaching work does not need to be adjusted.

[0149] The preset difference thresholds are 1.5, 1.8, etc.

[0150] In this application, if the difference between the teacher's second teaching balance parameter and the first teaching balance parameter is greater than the preset difference threshold, it means that the teacher's teaching balance is poor, so the teacher's teaching work evaluation result is determined to be that the teaching work needs to be adjusted. If the difference between the teacher's second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, it means that the teacher's teaching balance is good, so the teacher's teaching work evaluation result is determined to be that the teaching work does not need to be adjusted. Thereby further improving the accuracy of the teaching work evaluation.

[0151] The present invention relates to the field of education, and in particular to a method for balanced analysis of teaching workload, which can be used for education management and evaluation of teacher workload. The traditional teaching workload is simply a weighted sum based on the class hours and number of students scheduled by teachers. The present method comprehensively considers other factors such as the teacher's work intensity, teaching achievements, and teaching quality. By constructing a multi-dimensional teaching data model, it is possible to more objectively and fairly evaluate the teacher's workload, achieve balanced distribution of teaching work, and improve teaching quality. By accessing the data of the teaching affairs system, or importing the course schedule list data and related teaching experiment results, a multi-dimensional teaching data model can be automatically obtained through an algorithm, and the data model is uniformly scheduled to analyze and obtain a model of the teaching workload balance index, providing effective decision-making analysis and auxiliary indicators for the department leadership.

[0152] In the field of education, the allocation and evaluation of teachers' workload has always been an important issue. Most of the current teaching workload evaluation methods are based on a simple weighted summation of factors such as the number of teacher's class hours, the number of students and the difficulty of the course. This method is unfair and unreasonable. The present invention provides a method for balanced analysis of teaching workload. During the calculation process, the coefficient of variation of the teacher's work intensity and the coefficient of variation of the teaching quality are comprehensively analyzed to obtain data models of these two dimensions. Finally, a model of the teacher workload balance index is obtained through algorithm analysis. The workload of departments and teachers can be evaluated and adjusted according to this model, providing reference indicators for the college leadership.

[0153] Figure 7The architecture diagram of the teaching work evaluation system provided for this application includes a course list collection unit 71: by accessing the teaching affairs system API or manually importing the course list data, including the course number, course name, faculty number, course teaching hours, course experiment hours, course practice hours, number of course selections, etc. Teaching achievement collection unit 72: by accessing the teaching affairs system API or manually importing the teaching achievement data, including scientific research projects, teaching reform projects, papers, patents, etc. Teaching intensity model unit 73: This module mainly uses groovy scripts and indicator algorithms to calculate the teaching work coefficient and equivalent teaching workload of each faculty member in each academic year, and obtains the data model of the teaching work intensity dimension. Teaching quality model unit 74: This module mainly uses groovy scripts and indicator algorithms to calculate the teaching quality coefficient and equivalent teaching workload of each faculty member in each academic year, and obtains the data model of the teaching work quality dimension. Teaching workload analysis unit 75: This module mainly comprehensively considers the teacher’s workload model and teaching quality model, analyzes and derives the model of teaching workload balance index, and evaluates and adjusts the workload of departments and teachers based on this model.

[0154] In this application, the data collection module collects course list data, teaching achievement data, and also includes basic information such as faculty member number and position.

[0155] The data calculation model includes the calculation of teaching workload intensity and teaching workload quality. First, after the data of the teaching affairs system is connected, the coefficient and workload of each class scheduling information are calculated according to the class scheduling plan. At the same time, the types of courses are different, and the corresponding calculation dimensions are also different. The teaching workload intensity parameter can be calculated according to the following formula: In the formula, σ vol refers to the teacher's teaching workload parameter, p refers to the number of courses, K i It refers to the first teaching coefficient corresponding to course i, N i refers to the number of theoretical class hours corresponding to course i, Refers to the second teaching coefficient corresponding to course i, and x refers to the actual number of class hours. The more students there are, the larger the first teaching coefficient is. For a standard class of 30 people (less than 30 people are counted as 30 people), the first teaching coefficient Ki = 1.00; for a class with more than 30 people, the first teaching coefficient increases by 0.01 for each additional student, that is, K i =1.01, and so on. At the same time, workload subsidies are provided to the main teachers of bilingual courses. The subsidy is 50% of the actual teaching workload. Monolingual courses

[0156] The teaching quality accounting mainly includes the scientific research papers and patents published by faculty members in this academic year, as well as the scientific research projects and teaching reform projects they participated in. The accounting coefficients vary according to each dimension, and the teaching quality parameters can be obtained according to the following formula: In the formula, σ qul refers to the teaching quality parameter, q refers to the number of scientific research results, p refers to the number of courses, x refers to the actual number of class hours, A i refers to the contribution rate of scientific research achievement i, B i refers to the length of time that scientific research achievement i has participated in scientific research. It refers to the third teaching coefficient of scientific research achievement i.

[0157] The third teaching coefficients corresponding to the national, provincial, ministerial, municipal and other scientific research levels are 0.5, 0.3, 0.2 and 0.1 respectively. At the same time, the weight coefficients of the workload of national-level scientific research results are 0.6, 0.15, 0.1 and 0.05 according to the individual ranking. The coefficients for the fourth and subsequent positions are evenly distributed at 0.05.

[0158] Taking into account the two dimensional models of teachers' work intensity and teaching quality, the teacher's workload balance data model is obtained through an algorithm. The specific calculation formula is as follows:

[0159] In the formula, τ load is the first teaching equilibrium parameter, n is the number of teachers, σ voli is the teaching intensity parameter of teacher i, σ quli It refers to the teaching quality parameter of teacher i.

[0160] The first teaching balance parameter used to characterize the overall balance of the teachers and the second teaching balance parameter of each teacher are calculated, and the result of the calculation is from 0 to positive infinity. The lower the value, the higher the balance, and vice versa, the lower the balance, and the teaching strategy needs to be adjusted. This method can also be used to obtain a balanced class scheduling data model for the entire department, thereby optimizing the department's class scheduling plan.

[0161] Figure 8 A schematic diagram of the teaching work evaluation result display interface provided for this application, such as Figure 8 As shown, it includes the teaching work evaluation of the Department of Mathematical Sciences, Department of Mathematics, Department of Statistics, Department of Physics, Chinese Research Office, etc. It includes teaching workload balance analysis, teaching workload ranking, teaching workload proportion pie chart, teaching workload distribution diagram, etc.

[0162] Fig. 9The teaching work evaluation flow chart provided for this application includes a course list collection module: by accessing the teaching affairs system API or manually importing course list data; a teaching intensity model: calculating the teaching work coefficient and equivalent teaching workload of each faculty member in each academic year, and obtaining a data model of the teaching work intensity dimension; teaching achievement collection: by accessing the teaching affairs system API or manually importing teaching achievement data; a teaching quality model: calculating the teaching attribute coefficient and equivalent teaching workload of each faculty member in each academic year, and obtaining a data model of the teaching work quality dimension; teaching workload summary analysis: comprehensively considering the teacher's work intensity model and teaching quality model, analyzing and deriving a model of the teaching workload balance index, and at the same time evaluating and adjusting the workload of departments and teachers based on this model.

[0163] Fig.10 This is a schematic diagram of the teaching work evaluation device provided in this application, the device comprising:

[0164] The first determination module 11 is used to obtain, for each teacher, and determine the teaching work intensity parameter of the teacher according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher;

[0165] The second determination module 12 is used to obtain and determine the teaching quality parameters for each teacher according to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements;

[0166] The third determination module 13 is used to determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher;

[0167] The evaluation module 14 is used to determine the second teaching balance parameter of the teacher according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; and determine the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0168] The first determination module 11 is specifically used to determine the first teaching coefficient of each course taught by the teacher according to the number of students corresponding to the course and the correspondence between the number of students and the teaching coefficient saved in advance; determine the second teaching coefficient according to the teaching language of the course and the correspondence between the teaching language and the teaching coefficient saved in advance;

[0169] The teaching workload intensity parameter of the teacher is determined according to the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course.

[0170] The first determination module 11 is specifically used to bring the theoretical class hours, the actual class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course into the following formula to determine the teaching work intensity parameter of the teacher;

[0171]

[0172] In the formula, σ vol refers to the teacher's teaching workload parameter, p refers to the number of courses, K i It refers to the first teaching coefficient corresponding to course i, N i refers to the number of theoretical class hours corresponding to course i, It refers to the second teaching coefficient corresponding to course i, and x refers to the actual number of class hours.

[0173] The second determination module 12 is specifically used to determine the third teaching coefficient for each scientific research achievement of the teacher according to the level of the scientific research achievement and the pre-stored correspondence between the level of the scientific research achievement and the teaching coefficient;

[0174] The teaching work quality parameters are determined based on the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours for each course taught by the teacher.

[0175] The second determination module 12 is specifically used to bring the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher into the following formula to determine the teaching work quality parameter;

[0176]

[0177] In the formula, σ qul refers to the teaching quality parameter, q refers to the number of scientific research results, p refers to the number of courses, x refers to the actual number of class hours, A i refers to the contribution rate of scientific research achievement i, B i refers to the length of time that scientific research achievement i has participated in scientific research. It refers to the third teaching coefficient of scientific research achievement i.

[0178] The third determination module 13 is specifically used to bring the teaching work intensity parameter and the teaching work quality parameter of each teacher into the following formula to determine the first teaching balance parameter;

[0179]

[0180] In the formula, τ load is the first teaching equilibrium parameter, n is the number of teachers, σ voliis the teaching intensity parameter of teacher i, σ quli It refers to the teaching quality parameter of teacher i.

[0181] The evaluation module 14 is further used to determine whether the first teaching balance parameter is less than a preset value. If not, the evaluation result of the teacher's teaching work is determined according to the difference between the second teaching balance parameter and the first teaching balance parameter.

[0182] The evaluation module 14 is further configured to determine, if the first teaching balance parameter is less than a preset value, that the teaching work evaluation results of each teacher are that no adjustment is required for the teaching work.

[0183] The evaluation module 14 is specifically configured to determine that the teaching work evaluation result of the teacher is that the teaching work needs to be adjusted if the difference between the second teaching balance parameter and the first teaching balance parameter is greater than a preset difference threshold;

[0184] If the difference between the second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, it is determined that the teaching work evaluation result of the teacher is that the teaching work does not need to be adjusted.

[0185] The present application also provides an electronic device, such as Fig.11 As shown, it includes: a processor 21, a communication interface 22, a memory 23 and a communication bus 24, wherein the processor 21, the communication interface 22, and the memory 23 communicate with each other through the communication bus 24;

[0186] The memory 23 stores a computer program, and when the program is executed by the processor 21, the processor 21 executes any one of the above method steps.

[0187] The communication bus mentioned in the above electronic device can be a Peripheral Component Interconnect (PCI) bus or an Extended Industry Standard Architecture (EISA) bus, etc. The communication bus can be divided into an address bus, a data bus, a control bus, etc. For ease of representation, only one thick line is used in the figure, but it does not mean that there is only one bus or one type of bus.

[0188] The communication interface 22 is used for communication between the above electronic device and other devices.

[0189] The memory may include a random access memory (RAM) or a non-volatile memory (NVM), such as at least one disk memory. Optionally, the memory may also be at least one storage device located away from the aforementioned processor.

[0190] The above-mentioned processor can be a general-purpose processor, including a central processing unit, a network processor (NP), etc.; it can also be a digital signal processor (DSP), an application-specific integrated circuit, a field programmable gate array or other programmable logic device, a discrete gate or transistor logic device, a discrete hardware component, etc.

[0191] The present application also provides a computer storage readable storage medium, wherein the computer readable storage medium stores a computer program executable by an electronic device, and when the program runs on the electronic device, the electronic device implements any of the above method steps when executing.

[0192] The present application provides a computer program product, wherein the computer program product comprises an executable program, and the executable program is executed by a processor to perform the method described.

[0193] Although the preferred embodiments of the present application have been described, those skilled in the art may make other changes and modifications to these embodiments once they have learned the basic creative concept. Therefore, the appended claims are intended to be interpreted as including the preferred embodiments and all changes and modifications falling within the scope of the present application.

[0194] Obviously, those skilled in the art can make various changes and modifications to the present application without departing from the spirit and scope of the present application. Thus, if these modifications and variations of the present application fall within the scope of the claims of the present application and their equivalents, the present application is also intended to include these modifications and variations.

Claims

1. A teaching work evaluation method, characterized in that: The method comprises: For each teacher, obtain and determine the teaching work intensity parameter of the teacher according to the number of students, the number of theoretical class hours and the number of actual class hours corresponding to each course taught by the teacher; For each teacher, obtain and determine the teaching quality parameters based on the contribution rate of each scientific research achievement of the teacher, the length of time involved in scientific research and the level of scientific research achievements; Determine a first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher; wherein the first teaching balance parameter is used to characterize the overall balance degree of each teacher; For each teacher, the second teaching balance parameter of the teacher is determined according to the teaching work intensity parameter and the teaching work quality parameter of the teacher; and the teaching work evaluation result of the teacher is determined according to the difference between the second teaching balance parameter and the first teaching balance parameter.

2. The method according to claim 1, characterized in that According to the number of students, theoretical class hours and actual class hours corresponding to each course taught by the teacher, the teaching intensity parameters of the teacher are determined as follows: For each course taught by the teacher, a first teaching coefficient of the course is determined according to the number of students corresponding to the course and the correspondence between the number of students and the teaching coefficient saved in advance; a second teaching coefficient is determined according to the teaching language of the course and the correspondence between the teaching language and the teaching coefficient saved in advance; The teaching workload intensity parameter of the teacher is determined according to the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course.

3. The method according to claim 2, characterized in that Determining the teaching workload intensity parameter of the teacher according to the theoretical class hours, the actual class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course includes: Substitute the theoretical number of class hours, the actual number of class hours, the first teaching coefficient and the second teaching coefficient corresponding to each course into the following formula to determine the teaching work intensity parameter of the teacher; In the formula, σ vol refers to the teacher's teaching workload parameter, p refers to the number of courses, K i It refers to the first teaching coefficient corresponding to course i, N i refers to the number of theoretical class hours corresponding to course i, It refers to the second teaching coefficient corresponding to course i, and x refers to the actual number of class hours.

4. The method according to claim 1, characterized in that According to the contribution rate of each scientific research achievement of the teacher, the duration of participation in scientific research and the level of scientific research achievements, the quality parameters of teaching work are determined to include: For each scientific research achievement of the teacher, determine a third teaching coefficient according to the level of the scientific research achievement and the pre-saved correspondence between the level of the scientific research achievement and the teaching coefficient; The teaching work quality parameters are determined based on the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours for each course taught by the teacher.

5. The method according to claim 4, characterized in that According to the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher, the teaching work quality parameters are determined to include: Substitute the contribution rate of each scientific research achievement, the duration of participation in scientific research, the third teaching coefficient and the actual number of class hours of each course taught by the teacher into the following formula to determine the teaching work quality parameter; In the formula, σ qul refers to the teaching quality parameter, q refers to the number of scientific research results, p refers to the number of courses, x refers to the actual number of class hours, and A i refers to the contribution rate of scientific research achievement i, B i refers to the length of time that scientific research achievement i has participated in scientific research. It refers to the third teaching coefficient of scientific research achievement i.

6. The method according to claim 1, characterized in that Determining the first teaching balance parameter according to the teaching work intensity parameter and the teaching work quality parameter of each teacher includes: Substitute the teaching work intensity parameter and the teaching work quality parameter of each teacher into the following formula to determine the first teaching balance parameter; In the formula, τ load is the first teaching equilibrium parameter, n is the number of teachers, σ voli is the teaching intensity parameter of teacher i, σ quli It refers to the teaching quality parameter of teacher i.

7. The method according to claim 1, characterized in that Before determining the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter, the method further includes: Determine whether the first teaching balance parameter is less than a preset value. If not, determine the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter.

8. The method according to claim 7, characterized in that The method further comprises: If the first teaching balance parameter is less than a preset value, it is determined that the teaching performance evaluation results of each teacher are all teaching performance that does not require adjustment.

9. The method according to claim 1 or 7, characterized in that: Determining the teaching work evaluation result of the teacher according to the difference between the second teaching balance parameter and the first teaching balance parameter includes: If the difference between the second teaching balance parameter and the first teaching balance parameter is greater than a preset difference threshold, determining that the teaching work evaluation result of the teacher is that the teaching work needs to be adjusted; If the difference between the second teaching balance parameter and the first teaching balance parameter is not greater than the preset difference threshold, it is determined that the teaching work evaluation result of the teacher is that the teaching work does not need to be adjusted.

10. An electronic device, characterized in that: It includes a processor, a communication interface, a memory and a communication bus, wherein the processor, the communication interface and the memory communicate with each other through the communication bus; Memory, used to store computer programs; A processor, for implementing the method according to any one of claims 1 to 9 when executing a program stored in a memory.

Images