Mixed Teaching Quality Evaluation of Organizational Behavior Course based on CIPP Model

Sujun Zhang Lifen Bai Binbin Yang ^*

• Xuchang University, Xuchang, China

The implementation of mixed teaching is conducive to breaking the traditional classroom "full house" and silent state, training students' problem-solving ability and critical thinking ability, and is an important means to promote the improvement of students' learning methods and teachers' teaching quality. In this study, based on the CIPP (Context, Input, Process, Product) evaluation model a mixed teaching quality evaluation index system for organizational behavior courses was constructed, with four first level indicators, namely, context evaluation, input evaluation, process evaluation and product evaluation, and 16 second level indicators. Based on the actual situation, we have identified five course performance levels: very low, low, medium, high, and very high, which are defined as the comment set S. Using the organizational behavior curriculum resource database of a public university in Henan Province, this study conducts a survey and applies the AHP (Analytic Hierarchy Process) method to empirically analyze the mixed teaching quality of the organizational behavior curriculum.The results show that the mixed teaching quality of organizational behavior curriculum is high. This method can be used for teaching quality evaluation, and can also help teachers diagnose problems in the process of teaching and learning interaction through teaching quality evaluation, so as to promote the improvement of curriculum teaching quality and teachers' teaching level. This study provides a solution for mixed teaching quality assessment. This study was conducted in 2023 and provides a practical solution for assessing mixed teaching quality.