指标体系建立、权重与评分细则确定中,层次分析法的运用

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1、一、要素的定性分析与层次结构模型建立二、要素比较的量化：直接定量/特尔菲法咨询/9级标度比较三、判断矩阵建立，和法或根法求矩阵的特征向量（权重）四、专家思维判断逻辑的一致性判断五、指标体系评分细则的确定——白化函数课程实施>教师发展>人力资源>信息资源,组织规划>制度建设，管理服务，学生发展>维护情况>经费投入>应用特色表1浦东新区教育信息化指标体系二级指标第二轮咨询结果反馈指标名称很重要1重要2较重要3一般4不重要5专家期望标准差1信息资源44111.900.992人力资源461.600.523组织规划2711.900.571.90，坐标点在4制度建设1362.500.71什

2、么地方？5经费投入11443.100.996维护情况21432.801.147课程实施911.100.328管理服务22512.500.979教师发展8111.300.673.60，坐标点又10学生发展2452.500.87在什么地方？11应用特色1183.600.97应用经费维护制度管理学生信息组织人力教师课程10.670.560.480.480.480.370.370.330.300.29应用特色1.510.770.630.630.630.450.450.400.360.33经费投入1.81.310.770.770.770.530.530.450.400.37

3、维护情况2.11.61.31110.630.630.530.400.37制度建设2.11.61.31110.630.630.530.450.42管理服务B2.11.61.31110.630.630.530.450.42学生发展2.72.21.91.61.61.6110.770.630.56信息资源2.72.21.91.61.61.6110.770.630.56组织规划3.02.52.21.91.91.91.31.310.770.67人力资源3.32.82.52.52.22.21.61.61.310.83教师发展3.53.02

4、.72.72.42.41.81.81.51.21课程实施nbij(25.80,20.47,17.42,15.17,14.57,14.57,9.93,9.93,8.11,6.59,5.80)1bijbi,j1,2,,nijnbij10.0390.030.030.030.030.030.040.040.040.050.060.4110.0580.050.040.040.040.040.050.050.050.050.060.5310.0700.060.060.050.050.050.050.050.060.060.060.6340.0810.070

5、.070.070.070.070.060.060.060.060.060.7530.0810.070.070.070.070.070.060.060.060.070.070.769B0.0810.070.070.070.070.070.060.060.060.070.070.76910.1050.110.110.110.110.110.100.100.090.090.101.1330.1050.110.110.110.110.110.100.100.090.090.101.1330.1160.120.130.130.130.130.130.13

6、0.120.120.111.3680.1280.140.140.160.150.150.160.160.160.150.141.6530.1360.150.150.180.160.160.180.180.180.180.171.847nwibiji111W1wi/wi1T(0.04,0.05,0.06,0.07,0.07,0.07,0.10,0.10,0.12,0.15,0.17)10.670.560.480.480.480.370.370.330.300.290.4111.510.770.630.630.630.450.450.40

7、0.360.330.5311.81.310.770.770.770.530.530.450.400.370.6342.11.61.31110.630.630.530.400.370.7532.11.61.31110.630.630.530.450.420.769(BW)2.11.61.31110.630.630.530.450.420.7692.72.21.91.61.61.6110.770.630.561.1332