摘要
目的通过对学生评教的调查，发现现有评教中的不足，以便改进学生评教工作。方法调查某医学院校787名学生和261名教师，了解学生评教的干扰因素、专家和教师的主动情况、学生对评价如何发挥作用的意见、督导专家反馈情况等内容。统计结果行t检验并对数据进行描述性分析，各项资料用百分比表示。结果教师对学生评教的主动影响较小，221名（84．7％）教师选择“不会因学生评教而放松对学生要求”；有37．0％（291／787）的学生认为督导专家有向其主动了解教师教学情况；有65．9％（519／787）的学生认为教师有主动了解其学习情况。学生认为运用教学评价对教师教学能力的提高帮助大。但评价后缺乏有力指导、课程组对评价意见重视不够、督导专家书面反馈情况不及时会影响到评教工作的开展。结论应提高学生评教积极性，大力推行发展性评价．合理利用学生学业成绩评价，最终使教师评价在提高教学质量中起到更大的作用。
Objective To find deficiencies in the existing students＇ teaching evaluation by in- vestigation and to improve the work in teaching evaluation. Methods Totally 787 students and 261 teachers were investigated by the questionnaire. Contents of questionnaire include interference factors of students＇ teaching evaluation, experts and teachers＇ initiatives, students＇ opinions on how to play the role of evaluation, feedback from experts, etc. Results were analyzed by SPSS 17.0 t test and sta- tistical description. Results Teacher exerted less impact on students＇ initiative of teaching evaluation and 221 （84.7%） teachers said that they would never relax requirements for students because of the evaluation. 37.0%（291/787） students said that experts took the initiative to understand the teaching condition and 65.9%（519/787） students said that teachers took the initiative to understand the study condition. Students thought that teaching evaluation can help improve teachers＇ teaching ability but lack of powerful guidance after evaluation, insufficient recognition on evaluation opinions and delayed feedback affected the progress of the evaluation work. Conclusions Teaching assessment is very im- portant. Therefore, we should improve the enthusiasm of students in the assessment and make use of student＇s academic performance rationally in order to make the teaching evaluation play a greater role in improving teaching quality.
出处
《中华医学教育探索杂志》
2013年第11期1085-1088,共4页
Chinese Journal of Medical Education Research
基金
第二军医大学大学生创新能力基金（MS2011058）
关键词
教师评价
教学质量
问卷调查
学生评教
Teaching evaluation
Teaching quality
Student rating
Questionnaire
