高校学生评教行为偏差及其与学科类别、学校类型和学业自评的关系——基于南京和常州十所高校的实证调查

发布时间：2018-06-20 05:19

本文选题：学生评教 + 行为偏差　；参考：《高等教育研究》2017年10期

【摘要】：高校学生评教行为偏差有认知不清、消极与随意评价、趋低评价、自利趋高评价和他因趋高评价等五种基本类型,并在不同学生背景特征中表现出差异性。较之人文学科与理工学科学生,社会学科学生的评教行为偏差更为严重;较之研究型大学与高职高专学生,普通本科院校学生的评教行为偏差更加严重;学业自评靠前学生的评教更为客观和认真,学业自评靠后学生的评教行为偏差更大。高校需要针对不同类别学生,优化评教制度设计与规范教学管理,创新宣传动员方式,合理选择说明内容,构建评教与学习利益的制度关联,着力推进教学改革,提升教学水平与学习满意度,从而淡化甚至消除学生评教行为偏差。
[Abstract]:There are five basic types of behavioral bias of college students' evaluation of teaching, such as unclear cognition, negative and random evaluation, lower evaluation, higher self-interest evaluation and higher evaluation due to his reasons, and there are differences in the characteristics of different students' backgrounds. Compared with the students of humanities and science and technology, the deviations of evaluation behavior of social students are more serious than those of the students of research universities and higher vocational colleges, and the deviation of students' evaluation behavior of ordinary undergraduate colleges is more serious than that of the students of research universities and higher vocational colleges. The former students' evaluation of teaching is more objective and serious, and the deviation of students' behavior of evaluation is greater. Colleges and universities need to optimize the design of teaching evaluation system and standardize teaching management, innovate propaganda and mobilization methods, reasonably choose the explanation content, construct the institutional association between teaching evaluation and learning interests, and make great efforts to promote the teaching reform, aiming at different types of students. Improve the teaching level and learning satisfaction, so as to desalinate or even eliminate the deviation of students' teaching evaluation behavior.
【作者单位】：常州大学高等教育研究院;南京大学教育研究院;常州大学史良法学院;
【基金】：全国教育科学规划项目(EIA120381) 江苏省教育科学规划重点自筹课题(C-b/2016/01/09) 常州大学科研基金启动项目(ZMF16020019)
【分类号】：G642.0

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