高校教师教学评价制度的人性分析

发布时间：2018-06-19 00:20

本文选题：教学评价制度 + 道德人　；参考：《首都师范大学》2012年硕士论文

【摘要】：高校教师教学评价制度是高校教学管理制度的重要构成,是衡量高校教师教学工作的重要依据。但由于近年来管理者过于遵从工具理性,追求教师教学工作的效率,追求评价制度的科学化与标准化,从而在教学评价中过于依赖量化方法,使得教学评价制度的人文价值缺失,教师作为“人”的意义及价值被掩盖住了。本文基于此种问题,对制度的价值进行分析,认为制度的最终目的是为了治善,制度应以人为本的,人性假设是制度的逻辑基础,认为教师教学评价制度应建立在一定的人性假设基础之上教育的本质是追求人精神的至善,教师作为教育教学活动的承担者,是具有道德性的主体,因此教师教学评价制度对教师的人性假设在应然的层面上为道德人,此为本文的总观点。本文认为道德人是以人性善为基础,以利他为核心,在制度中表现为主体性,行为自律性以及以人的发展性为目的的人性假设,教师作为道德人在评价制度中具备主体性,教师自律性且以自身发展为目的。本文分别从教学评价制度的主体,教学评价制度的目标期待以及教学评价制度的最终结果三个层面进行分析,认为在现行教学评价制度对教师的假设已经偏离了教师的道德人本质,主要表现为教师的主体地位被客体化；教学评价制度的指标体系过于注重约束教师行为,没有给予教师道德自律的活动空间；教学评价制度的结果大多用以教师的奖惩却缺乏对教师教学的结果反馈,造成了教学评价制度目的功利化趋向。此种偏离是影响教师教学评价制度效力的关键。以人性假设为视角分析教师教学评价制度的价值基础是本文最大的创新之处,目前这样的研究在我国尚属少数。对教学评价制度人性假设的研究在理论层面上有助于进一步清晰制度伦理的论域,为制度伦理理论体系的构建添砖加瓦,在实践层面上也有助于指导教学评价制度的改进。
[Abstract]:The evaluation system of college teachers' teaching is an important component of the teaching management system in colleges and universities and an important basis for measuring the teaching work of university teachers. However, in recent years, managers have followed the tool rationality too much, pursued the efficiency of teachers' teaching work, and pursued the scientific and standardized evaluation system, thus relying too much on quantitative methods in teaching evaluation. The humanistic value of teaching evaluation system is missing, and the significance and value of teachers as "people" are concealed. Based on this problem, this paper analyzes the value of institution, and thinks that the ultimate purpose of institution is to treat the good, the system should be people-oriented, and the assumption of human nature is the logical basis of the system. The author thinks that the essence of education should be based on a certain assumption of human nature, and that teachers, as the carriers of educational activities, are the subjects with moral character, and that the essence of education is the pursuit of the utmost goodness of human spirit, and that teachers, as the carriers of educational and teaching activities, are moral subjects. Therefore, teachers' teaching evaluation system should be moral person on the assumption of teachers' human nature, which is the general view of this paper. This paper holds that the moral person is based on the good nature of human nature, which is the core of the moral person. It is shown in the system as the subjectivity, the behavior self-discipline and the human development as the purpose of the human nature hypothesis. The teacher, as the moral person, has the subjectivity in the evaluation system. Teachers are self-disciplined and aim at their own development. This paper analyzes the main body of the teaching evaluation system, the goal expectation of the teaching evaluation system and the final result of the teaching evaluation system. The author thinks that the assumption of teachers in the current teaching evaluation system has deviated from the moral human nature of teachers, which mainly shows that the subject status of teachers is objectified, and the index system of teaching evaluation system pays too much attention to constraining teachers' behavior. The results of the teaching evaluation system are mostly used for teachers' rewards and punishments but lack of feedback on teachers' teaching results, which leads to the utilitarian trend of teaching evaluation system. This deviation is the key to the effectiveness of teachers' teaching evaluation system. It is the greatest innovation of this paper to analyze the value basis of teacher teaching evaluation system from the perspective of human nature hypothesis. At present, this kind of research is still a minority in our country. The research on the hypothesis of human nature of teaching evaluation system is helpful to clarify the domain of institutional ethics in theory, to build the theoretical system of institutional ethics, and to guide the improvement of teaching evaluation system in practice.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G647

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