Structural equation model of college foreign language writing and classroom teaching quality from perspective of teacher evaluation

Fumeng Gao

School of Foreign Languages, Fuyang Teachers’ College, Fuyang City, Anhui Province, China, 236037

Existing teaching quality evaluation systems have insufficient comprehensive indices reflecting teaching quality: index repetition, complication, quantification difficulty, and difficulty in judging the relationship. To make classroom teaching quality evaluation consistent with teaching effect, element weight is confirmed based on a structural equation model. The present paper takes a college foreign language writing class as the object of study and sets up a structural equation model for classroom teaching quality evaluation. Effect coefficients of each variable are calculated, and the weight of each element of classroom teaching quality evaluation is then obtained. Such method avoids artificially scoring elements during the confirmation of element weight, reduces evaluation subjectivity, and makes the evaluation results more accurate, rational, and credible.