基于个案的高校学生评教指标的研究与设计
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摘要
本文是“国际型人才培养基础研究课题”,承担“国际化人才培养创新平台建设:教师绩效评价研究”这一子课题的研究。在学校推进国际化整体改革的进程中发现,教学质量的好坏直接影响学生的发展,加强高校教师课堂教学方面的评价可以有效的保障教学质量的稳步提高,从而促进整个院校的可持续发展,因此有必要对教师的教学进行全方位的评价。
本文主要从学生的角度对教师评价进行研究。从现代教师教学评价理念出发,学生评教可以通过向教师反馈学生的评教信息,让教师及时了解自己的课程及教学的优点、弱点问题,促进教师不断改进教学,提高教学质量。构建科学合理的指标体系是学生评教的关键,直接影响到学生评教的结果和高校教师的教学积极性。但目前已有的学生评教指标普遍存在理论依据不足,科学性不强,缺乏可操作性等问题,因此有必要对学生评教指标进行新的研究。
本文主要采用文献法、观察法、问卷调查法及访谈法进行研究,目的是构建一套科学合理的学生评教指标。指标的构建以X学院为个案,以教学理论、Keller的动机理论、人本主义理论以及发展性教师评价理论为依托,并汲取了国内外几所著名高校学生评教指标的优点。本指标采用层次分析法构建,分教学态度、教学内容、教学方法和教学效果四个一级指标,每个一级指标下设有若干二级指标,并从教师的教学行为和学生的学习行为对指标进行了描述。随后,笔者就指标内容对50名学生进行了调查,根据调查结果对指标进行了首次修改;其次笔者又就指标的合理性、适用性等问题对教学管理人员及任课教师进行了访谈,采用他们的合理建议对指标进行修改,并最终形成了学生评教指标的终稿。
需要强调的是本文与另一位同学所写的教师自评、同行评教及专家评教是一个整体,目的是为了建立一套360度教师教学绩效评估体系,使得教师绩效评估更为有效、科学、公平,最终达到为教师改进教学、提高教学质量服务的目的。
This is a national project-“the Basic Research of International Talent Cultivation”and this dissertation undertakes the research of the subordinate project-“the Construction of International Talents Training Innovation Platform: Teacher Performance Appraisal”. In the process of schools, internationalization, we find the quality of teaching will have a direct impact on the development of students. To strengthen the teaching of evaluation can effectively guarantee the quality of teaching and promote the sustainable development of the institutions. Therefore, it is necessary to carry a comprehensive evaluation of teachers.
This article mainly studies students’rating of teaching. According to modern theory of teaching evaluation, students’rating of teaching can make teachers improve curriculum, teaching, teaching quality continuously by receiving feedback on teaching from students and keep abreast of their own strengths and weaknesses of curriculum and teaching. Constructing scientific and reasonable index system is the key of students, appraisal of teaching, which directly affects the outcome of student appraisal of teaching and university teachers, teaching enthusiasm. However, the existed teaching evaluation indexes universally have following limitations: lack of theoretical basis, science and maneuverability, so it is necessary to study new teaching evaluation indicators.
This paper adopts methods of literature review, observation, questionnaire and interview to study, the purpose of which is to construct a set of scientific and reasonable students, rating of teaching index. Based on instructional theory, Keller's motivation theory, humanistic theory and developing teaching evaluation theory and relying on the merits of teaching evaluation index from several famous universities home and abroad, this dissertation design a set of college students rating of teaching index based on case. The index is constructed by analytic hierarchy process (AHP).The first-level index has four aspects: instructional attitudes, instructional content, instructional methods and instructional effects and each first-level index contains a certain number of second-level indexes which are described with the behavior of teaching and learning. Subsequently, a number of students are involved in the investigation, according to which the indexes are modified for the first time. Finally, the writer conducts the second modification after asking advice from experts and teachers, in light of which the indexes are more scientific and rational.
Which needs to be emphasized is that this dissertation and teacher-self evaluation, workmate-mutual evaluation and expert evaluation written by another classmate are considered as a whole. The aim is to establish a 360-degree performance evaluation system for teaching which will make the evaluation of teachers more effective, scientific and fair and ultimately promote teachers to improve teaching quality.
本文主要从学生的角度对教师评价进行研究。从现代教师教学评价理念出发,学生评教可以通过向教师反馈学生的评教信息,让教师及时了解自己的课程及教学的优点、弱点问题,促进教师不断改进教学,提高教学质量。构建科学合理的指标体系是学生评教的关键,直接影响到学生评教的结果和高校教师的教学积极性。但目前已有的学生评教指标普遍存在理论依据不足,科学性不强,缺乏可操作性等问题,因此有必要对学生评教指标进行新的研究。
本文主要采用文献法、观察法、问卷调查法及访谈法进行研究,目的是构建一套科学合理的学生评教指标。指标的构建以X学院为个案,以教学理论、Keller的动机理论、人本主义理论以及发展性教师评价理论为依托,并汲取了国内外几所著名高校学生评教指标的优点。本指标采用层次分析法构建,分教学态度、教学内容、教学方法和教学效果四个一级指标,每个一级指标下设有若干二级指标,并从教师的教学行为和学生的学习行为对指标进行了描述。随后,笔者就指标内容对50名学生进行了调查,根据调查结果对指标进行了首次修改;其次笔者又就指标的合理性、适用性等问题对教学管理人员及任课教师进行了访谈,采用他们的合理建议对指标进行修改,并最终形成了学生评教指标的终稿。
需要强调的是本文与另一位同学所写的教师自评、同行评教及专家评教是一个整体,目的是为了建立一套360度教师教学绩效评估体系,使得教师绩效评估更为有效、科学、公平,最终达到为教师改进教学、提高教学质量服务的目的。
This is a national project-“the Basic Research of International Talent Cultivation”and this dissertation undertakes the research of the subordinate project-“the Construction of International Talents Training Innovation Platform: Teacher Performance Appraisal”. In the process of schools, internationalization, we find the quality of teaching will have a direct impact on the development of students. To strengthen the teaching of evaluation can effectively guarantee the quality of teaching and promote the sustainable development of the institutions. Therefore, it is necessary to carry a comprehensive evaluation of teachers.
This article mainly studies students’rating of teaching. According to modern theory of teaching evaluation, students’rating of teaching can make teachers improve curriculum, teaching, teaching quality continuously by receiving feedback on teaching from students and keep abreast of their own strengths and weaknesses of curriculum and teaching. Constructing scientific and reasonable index system is the key of students, appraisal of teaching, which directly affects the outcome of student appraisal of teaching and university teachers, teaching enthusiasm. However, the existed teaching evaluation indexes universally have following limitations: lack of theoretical basis, science and maneuverability, so it is necessary to study new teaching evaluation indicators.
This paper adopts methods of literature review, observation, questionnaire and interview to study, the purpose of which is to construct a set of scientific and reasonable students, rating of teaching index. Based on instructional theory, Keller's motivation theory, humanistic theory and developing teaching evaluation theory and relying on the merits of teaching evaluation index from several famous universities home and abroad, this dissertation design a set of college students rating of teaching index based on case. The index is constructed by analytic hierarchy process (AHP).The first-level index has four aspects: instructional attitudes, instructional content, instructional methods and instructional effects and each first-level index contains a certain number of second-level indexes which are described with the behavior of teaching and learning. Subsequently, a number of students are involved in the investigation, according to which the indexes are modified for the first time. Finally, the writer conducts the second modification after asking advice from experts and teachers, in light of which the indexes are more scientific and rational.
Which needs to be emphasized is that this dissertation and teacher-self evaluation, workmate-mutual evaluation and expert evaluation written by another classmate are considered as a whole. The aim is to establish a 360-degree performance evaluation system for teaching which will make the evaluation of teachers more effective, scientific and fair and ultimately promote teachers to improve teaching quality.
引文
1王孝玲.教育评价的理论与技术[M].上海:上海教育出版社,1999:68.
1王汉澜.教育评价学[M].郑州:河南大学出版社,2001:46-47.
1魏红.我国高校教师教学评价发展的回顾与展望[J].高等师范教育研究,2001,(3):68-72.
2陈国海.高校教学评教的若干问题的实证研究[J].南方冶金学院学报,2003,(1):9.
1李绍珠,吕浩雪.教学评价有效性的研究——关于评价量表的内容效度[J].江苏高教.1998,(1):53-55.
2陈国海.我国高校“学生评教”研究综述[J].高等教育研究学报,2001,(14):30-31.
1 Wachtel,Howard K.(1998).Student evaluation of college effectiveness:A Brief Review Assessment and Evaluation in Higher Education,23(2):191.
1转引自:陈晓端.美国大学学生评价教学的理论与实践[J].比较教育研究,2001(2):29.
1洪敏.对“学生评教”的反思[J].人民教育,2004,(19):14-19.
Keller,J.M.(1983).Motivational Design of Instruction[A].In C.Reigeluth (Ed.),Instructional Design Theories and Models:An Overview of Their Current Status[C].Hillsdale,N.J.:Lawrence Erlbaum Association,387-435.
K.A.Feldman.(1976).The Superior College Teacher from the Student’s View[J].Studies in Higher Education.
Marsh,H.W.(1987).Students’Evaluation of University Teaching:Research Findings,Methodological Issues,and Directions for Future Research[J].International Journal of Educational Research, 6(11):55-80.
Wachtel,Howard K.(1998).Student evaluation of college effectiveness:A Brief Review Assessment and Evaluation in Higher Education,23(2):191.
别敦容,孟凡.论学生评教及高校教学质量保障体系的改善[J].高等教育研究,2007,(12):77-83.
蔡映辉.构建“以人为本”学生评教系统的实践与探索[J].中国大学教学,2005(3).
陈国海.我国高校“学生评教”研究综述[J].高等教育研究学报.2001,(14):30-31.
陈晓端.美国大学学生评价教学的理论与实践[J].比较教育研究, 2001,(2).29-32.
洪敏.对“学生评教”的反思[J].人民教育,2004,(19):14-19.
雷敏.论提高高校学生评教质量的方法与策略[J].高教探索,2005,(1):18-25.
李绍珠,吕浩雪.教学评价有效性的研究——关于评价量表的内容效度[J].江苏高教.1998,(1):53-55.
林森等.高师院校学生评价教师教学质量指标体系的研究[J].现代教育科学,2004,(3):21-23.
马国建,王海军.对高校学生评教信度和效度的反思[J].黑龙江高教研究,2006,(3):12-16.
[美]S.B.布卢姆等.教育评价[M].上海:华东师范大学出版社,1987:33-35.
王孝玲.教育评价的理论与技术[M].上海:上海教育出版社,1999.
王汉澜.教育评价学[M].郑州:河南大学出版社,2001.
魏红.我国高校教师教学评价发展的回顾与展望[J].高等师范教育研究,2001,(3):68-72.
魏红.高校学生评教的影响因素研究[D].北京:发展与教育心理学,2002.
吴刚,陈露君.中美高校学生评价教师课堂教学的比较及其启示[J].大学教育科学,2005,(4):44-47.
项聪.美国教师评价的发展历程与最新改革动向[J].外国教育研究,2006,(9),63-65.
伊继东,张绍宗,铁发宪.高等教育评估理论与实践[M].北京:科学出版社,2009:41-66.
张小良.对我国“学评教”实践的反思[J].江苏高教,2003,(1):52-54.
张远增.高等教育评价方法研究[M].上海:复旦大学出版社,2002.
张祖忻.如何将动机原理整合于教学设计过程——谈约翰M.凯勒教授的动机系统学说[J].开放教育研究,2003(2):9-12.
赵江,王晓凤,祁伟.学生评教中存在的问题及改进[J].中国高等教育,2006,(7):39-40.
1王汉澜.教育评价学[M].郑州:河南大学出版社,2001:46-47.
1魏红.我国高校教师教学评价发展的回顾与展望[J].高等师范教育研究,2001,(3):68-72.
2陈国海.高校教学评教的若干问题的实证研究[J].南方冶金学院学报,2003,(1):9.
1李绍珠,吕浩雪.教学评价有效性的研究——关于评价量表的内容效度[J].江苏高教.1998,(1):53-55.
2陈国海.我国高校“学生评教”研究综述[J].高等教育研究学报,2001,(14):30-31.
1 Wachtel,Howard K.(1998).Student evaluation of college effectiveness:A Brief Review Assessment and Evaluation in Higher Education,23(2):191.
1转引自:陈晓端.美国大学学生评价教学的理论与实践[J].比较教育研究,2001(2):29.
1洪敏.对“学生评教”的反思[J].人民教育,2004,(19):14-19.
Keller,J.M.(1983).Motivational Design of Instruction[A].In C.Reigeluth (Ed.),Instructional Design Theories and Models:An Overview of Their Current Status[C].Hillsdale,N.J.:Lawrence Erlbaum Association,387-435.
K.A.Feldman.(1976).The Superior College Teacher from the Student’s View[J].Studies in Higher Education.
Marsh,H.W.(1987).Students’Evaluation of University Teaching:Research Findings,Methodological Issues,and Directions for Future Research[J].International Journal of Educational Research, 6(11):55-80.
Wachtel,Howard K.(1998).Student evaluation of college effectiveness:A Brief Review Assessment and Evaluation in Higher Education,23(2):191.
别敦容,孟凡.论学生评教及高校教学质量保障体系的改善[J].高等教育研究,2007,(12):77-83.
蔡映辉.构建“以人为本”学生评教系统的实践与探索[J].中国大学教学,2005(3).
陈国海.我国高校“学生评教”研究综述[J].高等教育研究学报.2001,(14):30-31.
陈晓端.美国大学学生评价教学的理论与实践[J].比较教育研究, 2001,(2).29-32.
洪敏.对“学生评教”的反思[J].人民教育,2004,(19):14-19.
雷敏.论提高高校学生评教质量的方法与策略[J].高教探索,2005,(1):18-25.
李绍珠,吕浩雪.教学评价有效性的研究——关于评价量表的内容效度[J].江苏高教.1998,(1):53-55.
林森等.高师院校学生评价教师教学质量指标体系的研究[J].现代教育科学,2004,(3):21-23.
马国建,王海军.对高校学生评教信度和效度的反思[J].黑龙江高教研究,2006,(3):12-16.
[美]S.B.布卢姆等.教育评价[M].上海:华东师范大学出版社,1987:33-35.
王孝玲.教育评价的理论与技术[M].上海:上海教育出版社,1999.
王汉澜.教育评价学[M].郑州:河南大学出版社,2001.
魏红.我国高校教师教学评价发展的回顾与展望[J].高等师范教育研究,2001,(3):68-72.
魏红.高校学生评教的影响因素研究[D].北京:发展与教育心理学,2002.
吴刚,陈露君.中美高校学生评价教师课堂教学的比较及其启示[J].大学教育科学,2005,(4):44-47.
项聪.美国教师评价的发展历程与最新改革动向[J].外国教育研究,2006,(9),63-65.
伊继东,张绍宗,铁发宪.高等教育评估理论与实践[M].北京:科学出版社,2009:41-66.
张小良.对我国“学评教”实践的反思[J].江苏高教,2003,(1):52-54.
张远增.高等教育评价方法研究[M].上海:复旦大学出版社,2002.
张祖忻.如何将动机原理整合于教学设计过程——谈约翰M.凯勒教授的动机系统学说[J].开放教育研究,2003(2):9-12.
赵江,王晓凤,祁伟.学生评教中存在的问题及改进[J].中国高等教育,2006,(7):39-40.