摘要
分析了我国目前高校学生评教中教师主体缺位的4种表现:学生评教目的的偏离、教师被排除在组织者之外、教师对评价指标无发言权、评教反馈环节缺乏沟通。从教育评价理论发展的层面剖析了学生评教中忽视教师主体地位的弊端,教师教学评价中教师主体性特征应该受到重视,继而提出了增强高校学生评教中教师主体性的3点建议:还原高校学生评教的服务教学目的,坚持发展性、激励性原则;鼓励教师组织开展学生评教,并与教师的教学反思相结合;要让教师逐步参与高校管理者组织的学生评教活动。
This paper analyzes four phenomena on the absence of dominant position of teachers in current teaching evaluation：deviation of teaching evaluation purposes, exclusion of teachers from the organizers,no say in teaching evaluation by teachers and lack of communication in evalution feedback. From the development of educational evaluation theory, this paper analyzes the shortcomings in neglecting the dominant position of teachers in teaching evaluation by students and the principal characteristics of teaching evaluation should be taken seriously,then this paper puts forward three suggestions on how to improve college teaching evaluation for teachers.the purposes in college teaching evaluation by studnets should be given service to teaching; developing and motivating principles should be upheld; encouraging teachers to organize teaching evaluation should combine with teaching reflections and teachers should gradually participate in teaching evaluation sponsored by university administrators.
作者
吕珩
LV Heng(College of Education,Jianghan University,Wuhan,Hubei,430056)
出处
《华中农业大学学报（社会科学版）》
2012年第1期127-131,共5页
Journal of Huazhong Agricultural University(Social Sciences Edition)
基金
湖北省教育科学规划重点项目"教学型高校教师发展研究"(2008A027)
关键词
学生评教
教师
评价指标
教育质量
教学评价
teaching evaluation by students
teachers
evaluation indicator
quality of education
unstructional evaluation
