Exploring the Quantitative Analysis Model of the Effectiveness of Interactive Teaching of English in Colleges and Universities

Abstract

The lack of an effective evaluation system for the process and effect of interactive teaching of English in colleges and universities has resulted in a disconnect between the status quo of English teaching in many colleges and universities and the effect of teaching, so it is of great significance to know how to put forward a quantitative analytical model to promote the effect of interactive teaching of English in colleges and universities. The article takes University A as the research object, constructs the evaluation index system of the interactive teaching effect of English in colleges and universities, and adopts the fuzzy hierarchical analysis method to evaluate the interactive teaching effect of English in colleges and universities. Finally, the qualitative comparative analysis method is used to further explore the specific factors that affect the interactive teaching effect of English in colleges and universities. The total affiliation vector B=(0.06,0.07,0.04,0.02), combined with the teaching quality evaluation grade classification standard, determines that the English classroom interactive teaching effect grade is good. The conditional grouping patterns of high-level problem solving can be derived into four groups, namely, gender-balanced type fueled by collaborative relationships, gender-balanced type fueled by teaching interventions, heterogeneous type within the group dominated by teaching interventions, and close relationship type dominated by teaching interventions.