Evaluation Model for Applied College Teachers’ Social Responsibility Based on Fuzzy Synthetic Evaluation Method
- DOI
- 10.2991/ismss-19.2019.62How to use a DOI?
- Keywords
- University teachers; social responsibility; index system; fuzzy comprehensive evaluation method
- Abstract
The social responsibility of university teachers directly determines the quality and level of education and its training objects. This paper takes the social responsibility of university teachers as the research object, and establishes an evaluation model to evaluate it systematically. Based on the analysis of the basic requirements of Applied University teachers, this paper clarifies the role orientation and responsibility requirements of teachers, and puts forward the research theme of teachers’ sense of responsibility as the endogenous motive force and spiritual pillar for teachers to carry out all their work. Following the principle of combining scientificity, feasibility, independence, quantity and quality, the evaluation index system of social responsibility of university teachers is designed. Based on the fuzzy comprehensive evaluation method, the evaluation model is constructed from the four dimensions of teachers’ knowledge and skills, teaching ability, personal quality and personality charm, which provides a theoretical basis for solving the problem of comprehensive evaluation and provides a basis for decision makers a simple and effective method of evaluation and decision-making.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Juan Li AU - Wenchao Wei PY - 2019/04 DA - 2019/04 TI - Evaluation Model for Applied College Teachers’ Social Responsibility Based on Fuzzy Synthetic Evaluation Method BT - Proceedings of The First International Symposium on Management and Social Sciences (ISMSS 2019) PB - Atlantis Press SP - 284 EP - 289 SN - 2352-5398 UR - https://doi.org/10.2991/ismss-19.2019.62 DO - 10.2991/ismss-19.2019.62 ID - Li2019/04 ER -