Construction of Combined Teaching Evaluation System Based on STATA Analysis

Abstract

Designing a reasonable combined teaching scheme is not only the need to achieve teaching optimization, but also a reasonable choice to improve the overall level of teaching efficiency. The existing researches lack an evaluation system to judge the rationality of their designs. Therefore, this paper takes music teaching as an example to carry out the research on the construction of combinatorial teaching evaluation system based on STATA analysis. Firstly, the implementation process of the combined teaching strategy is provided here, and the construction of the combined teaching evaluation system is carried out from seven aspects, namely teaching in fun, emotional experience, student engagement, elicitation and induction, teaching according to students’ aptitude, creative development and vividness and intuitiveness. The entropy weight method is adopted to assign the weight of the combined teaching evaluation index of music major courses. Based on stata15.1 software tool, regression analysis is carried out on the main factors that affect the effect of combined teaching, and the relevant regression analysis model is constructed to realize the effect prediction of short-term combined teaching scheme in the case of small samples. The experimental results verify the effectiveness of the evaluation system and analysis model.

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“…The study by Merzdorf et al introduces the Object Assembly Sketching test, a new assessment tool for evaluating sketching skills in engineering through object assembly tasks, highlighting the importance of sketching for spatial abilities [27]. The paper by Li explores the integration of art education in engineering graphics teaching as a means to cultivate interdisciplinary talents, enhance artistic literacy, promote learning of projection theory and mapping knowledge, and proposes a systematic integration method of visual thinking and creative thinking, contributing to innovative education in engineering graphics [28]. The paper by Bartlett and Camba argues that common spatial skills tests rely on the ability to comprehend two-dimensional representations of three-dimensional objects and highlight the visual problems in the stimuli used in these tests.…”