Enhancing Teaching Quality in the Graduate Course Decision Theory and Methods: Pathways and Practices

Yi Zhang; Xianglan Jiang

doi:10.54097/6sh7sv91

Authors

Yi Zhang
Xianglan Jiang

DOI:

https://doi.org/10.54097/6sh7sv91

Keywords:

Decision Theory and Methods, Graduate Course, Teaching Reform, Questionnaire Survey, Teaching Quality

Abstract

To improve the teaching quality of the graduate course Decision Theory and Methods and better meet graduate training needs, this study analyzes data from a course teaching quality questionnaire covering course design, teaching and learning processes, overall satisfaction, learning needs, and existing problems. The results show high overall teaching quality and student satisfaction, with strong recognition of the instructor’s teaching attitude, expertise, and teaching methods. However, issues including insufficient frontier-oriented content, an imbalance between theory and practice, limited integration of literature reading and research training, and the need to improve assessment methods. Based on the findings, this study proposes systematic reform measures centered on integrating literature reading into teaching, including content restructuring, teaching model innovation, assessment optimization, and strengthened practical training, providing references for enhancing graduate course quality.

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