教学质量保障视角下我国高等职业院校学生评教研究
发布时间：2018-08-27 07:00
【摘要】：学生评教的本质是学生对能否激发自己学习兴趣和全面发展需要的教师教学活动的价值判断。受招生规模急遽增加等因素的影响,高职院校教学质量令人关注；学生作为教学活动的主要参与者和接受者,理应对教师的教学质量有更多的感受和发言权；在高职院校教学改革的内在惰性矛盾加剧等情况下,学生评教成了保障高职院校教学质量的重要屏障。因此,通过教学质量保障的视角,探究我国高职院校学生评教的改革现状和改革策略,为我国高职院校教学质量保障建设提供理论参考与实践启示,就显得尤为必要。从国内已有文献研究发现,有关学生评教与教学质量保障的逻辑关系,学生评教对教学质量保障的机制等需作深入阐明、反思与探索。据此,形成本文的研究假设是：学生评教是当前我国高职院校教学质量的重要保障：核心研究问题是：学生评教怎样、如何更好地保障教学质量?相关的4个子研究问题是：①教学质量保障是否需要学生评教?②新时期教学质量保障需要什么样的学生评教?③当前我国高职院校学生评教能否满足所需?④我国高职院校学生评教如何改革才能回应该要求?为了深入回答上述问题,本研究应用文献研究法、调查研究法、案例研究法和比较研究法。按照“内因探寻、现状调研、问题归因与改革策略”的研究思路,在戴明(Edwards Deming)博士“PDCA”质量保障方法视角下,秉承实用主义知识观,采取定量与定性相结合的混合研究策略。本研究的主要发现是：(1)从历史发展和中外改革来看,学生评教与高职院校的质量评估之间,并非是“脱离”的,而是“亲密无间”的。质量评估推动了学生评教的开展。学生评教政策、理念等,均体现在质量评估文件中。学生评教体现了国家、学校对教学质量进行管理和保障的意志和期待。(2)学生评教的价值主体是多元的,但其基本的价值主体是教师和学生；学生评教的本质是对能否激发自己学习兴趣和全面发展需要的教师教学活动的评价。学生评教具有激发学生学习兴趣、促进学生全面发展,为教师教学个性张扬与促进教师教学发展提供指南的基本功能。在“PDCA”质量保障视角下,评教指标应坚持“柔性”、“开放”和“多元”的价值取向。(3)根据学生评教的价值选择等依据,我国高职院校学生评教指标应包含激发学生学习兴趣、促进学生全面发展、张扬教师教学个性、促进教师教学发展的核心指标及相应的基本内容。(4)我国高职院校的学生评教主要问题是：①功能缺失,指标失衡：评教目标主要体现了“管理、评定”等功能,在实际运行中“激励”功能被忽视。体现的是以教师为中心的共同特性。②方法简单化和组织形式化倾向：评教管理部门既是组织者也是评价者,评教周期过少,方式过于简单。③有评教,无评价：评价主体单一,缺少评价安排和评价内容。④威严有余,帮扶不足：学生评教结果直接影响教师奖金、晋升和聘用,但学校缺乏帮扶教师改进教学质量的有力有效措施。(5)学生评教在目前我国多数高职院校的教学质量保障中,举足轻重。调研发现,学生评教得分在高职院校教学质量评价总分中所占比重最多达70%；超过半数在50%以上。因此,改革学生评教使其更好地保障教学质量,无论对教师还是对高职院校都意义重大、影响深远。通过综合分析,得出的最终结论是：学生评教应当更好地保障我国高职院校教学质量；为此,需从学生评教的计划完善、过程深化、评价强化和加强反馈等方面进行改革。最终建立以学生为核心主体,以促进学生学习为核心宗旨,以增强教师教学内生力为主要指南,在“PDCA”框架下形成自我完善的学生评教机制,才可能使学生评教达成有效保障教学质量之目的。本研究的主要贡献在于,运用“PDCA”视角研究高职院校的质量保障,系统分析了中外高等职业院校质量评估与学生评教的发展；通过调查研究,揭示了我国高职院校教学质量保障视角下学生评教的现状；通过研究发现有关普适性的、针对不同个案学生评教对教学质量保障作用等问题的研究,还有非常广阔的拓展空间。
[Abstract]:The essence of students'evaluation of teaching is students' value judgment of teachers'teaching activities whether they can stimulate their interest in learning and develop in an all-round way. The students'evaluation of teaching has become an important barrier to guarantee the teaching quality of Higher Vocational colleges. Therefore, from the perspective of teaching quality assurance, this paper explores the reform status quo and Reform Strategies of students' evaluation of teaching in Higher Vocational Colleges in China, so as to improve the teaching quality of Higher Vocational Colleges in China. It is particularly necessary to provide theoretical reference and practical enlightenment for the construction of teaching guarantee.From the research of domestic literature, it is found that the logical relationship between students'evaluation of teaching and teaching quality guarantee, and the mechanism of students' evaluation of teaching quality guarantee need to be clarified, reflected and explored. Important guarantee of teaching quality in Higher Vocational Colleges in China: The core research question is: How to evaluate teaching by students and how to better guarantee teaching quality? The four sub-research questions are: 1) Does teaching quality guarantee need student evaluation? 2) What kind of student evaluation does teaching quality guarantee need in the new period? 3) At present, students in Higher Vocational colleges in China need to evaluate teaching. In order to answer the above questions, this study applies the methods of literature study, investigation, case study and comparative study. According to the research thinking of "internal cause exploration, current situation investigation, problem attribution and reform strategy", in Edwa (Edwa) The main findings of this study are as follows: (1) From the perspective of historical development and reform at home and abroad, the relationship between student assessment and quality assessment in higher vocational colleges is not "divorced" but "intimate". Quality evaluation promotes the development of students'evaluation of teaching. The policies and concepts of students' evaluation of teaching are embodied in the quality evaluation documents. The essence of student evaluation of teaching is the evaluation of teachers'teaching activities whether they can stimulate their interest in learning and develop in an all-round way.Student evaluation of teaching has the basic function of stimulating students' interest in learning, promoting students'all-round development, providing guidance for teachers' individuality and promoting teachers'teaching development. The index should adhere to the value orientation of "flexibility", "openness" and "pluralism". (3) According to the value choice of students'evaluation of teaching, the index of students' evaluation of teaching in Higher Vocational Colleges in China should include the core index of stimulating students'interest in learning, promoting students' all-round development, publicizing teachers'teaching personality, and promoting teachers' teaching development and the corresponding basic contents. Rong. (4) The main problems of students'evaluation of teaching in Higher Vocational Colleges in China are: (1) lack of function and unbalanced indicators: the evaluation objectives mainly reflect the functions of "management, evaluation" and so on, while the function of "motivation" is neglected in the actual operation. The door is not only the organizer but also the evaluator. The evaluation cycle is too short and the method is too simple. 3. There is evaluation, no evaluation: evaluation subject is single, lack of evaluation arrangement and evaluation content. Effective measures. (5) Student evaluation plays an important role in the current teaching quality assurance in most vocational colleges in China. Research shows that the students'teaching evaluation scores account for up to 70% of the total teaching quality assessment scores in Vocational colleges; more than half of them are above 50%. It is of great significance and far-reaching influence to all higher vocational colleges. Through comprehensive analysis, the final conclusion is that students'evaluation of teaching should better protect the teaching quality of Higher Vocational Colleges in China; therefore, it is necessary to reform the plan of students' evaluation of teaching, process deepening, evaluation strengthening and feedback. The main contribution of this study is to study the quality assurance of Higher Vocational Colleges from the perspective of PDCA. This paper analyzes the development of quality evaluation and student evaluation of teaching in Chinese and foreign higher vocational colleges; reveals the current situation of student evaluation of teaching from the perspective of teaching quality assurance in Higher Vocational Colleges in China through investigation and research; and finds out that the research on the universality and the effect of student evaluation on teaching quality assurance in different cases is still very important. Broad room for expansion.
【学位授予单位】：南京大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G712
本文编号：2206481
[Abstract]:The essence of students'evaluation of teaching is students' value judgment of teachers'teaching activities whether they can stimulate their interest in learning and develop in an all-round way. The students'evaluation of teaching has become an important barrier to guarantee the teaching quality of Higher Vocational colleges. Therefore, from the perspective of teaching quality assurance, this paper explores the reform status quo and Reform Strategies of students' evaluation of teaching in Higher Vocational Colleges in China, so as to improve the teaching quality of Higher Vocational Colleges in China. It is particularly necessary to provide theoretical reference and practical enlightenment for the construction of teaching guarantee.From the research of domestic literature, it is found that the logical relationship between students'evaluation of teaching and teaching quality guarantee, and the mechanism of students' evaluation of teaching quality guarantee need to be clarified, reflected and explored. Important guarantee of teaching quality in Higher Vocational Colleges in China: The core research question is: How to evaluate teaching by students and how to better guarantee teaching quality? The four sub-research questions are: 1) Does teaching quality guarantee need student evaluation? 2) What kind of student evaluation does teaching quality guarantee need in the new period? 3) At present, students in Higher Vocational colleges in China need to evaluate teaching. In order to answer the above questions, this study applies the methods of literature study, investigation, case study and comparative study. According to the research thinking of "internal cause exploration, current situation investigation, problem attribution and reform strategy", in Edwa (Edwa) The main findings of this study are as follows: (1) From the perspective of historical development and reform at home and abroad, the relationship between student assessment and quality assessment in higher vocational colleges is not "divorced" but "intimate". Quality evaluation promotes the development of students'evaluation of teaching. The policies and concepts of students' evaluation of teaching are embodied in the quality evaluation documents. The essence of student evaluation of teaching is the evaluation of teachers'teaching activities whether they can stimulate their interest in learning and develop in an all-round way.Student evaluation of teaching has the basic function of stimulating students' interest in learning, promoting students'all-round development, providing guidance for teachers' individuality and promoting teachers'teaching development. The index should adhere to the value orientation of "flexibility", "openness" and "pluralism". (3) According to the value choice of students'evaluation of teaching, the index of students' evaluation of teaching in Higher Vocational Colleges in China should include the core index of stimulating students'interest in learning, promoting students' all-round development, publicizing teachers'teaching personality, and promoting teachers' teaching development and the corresponding basic contents. Rong. (4) The main problems of students'evaluation of teaching in Higher Vocational Colleges in China are: (1) lack of function and unbalanced indicators: the evaluation objectives mainly reflect the functions of "management, evaluation" and so on, while the function of "motivation" is neglected in the actual operation. The door is not only the organizer but also the evaluator. The evaluation cycle is too short and the method is too simple. 3. There is evaluation, no evaluation: evaluation subject is single, lack of evaluation arrangement and evaluation content. Effective measures. (5) Student evaluation plays an important role in the current teaching quality assurance in most vocational colleges in China. Research shows that the students'teaching evaluation scores account for up to 70% of the total teaching quality assessment scores in Vocational colleges; more than half of them are above 50%. It is of great significance and far-reaching influence to all higher vocational colleges. Through comprehensive analysis, the final conclusion is that students'evaluation of teaching should better protect the teaching quality of Higher Vocational Colleges in China; therefore, it is necessary to reform the plan of students' evaluation of teaching, process deepening, evaluation strengthening and feedback. The main contribution of this study is to study the quality assurance of Higher Vocational Colleges from the perspective of PDCA. This paper analyzes the development of quality evaluation and student evaluation of teaching in Chinese and foreign higher vocational colleges; reveals the current situation of student evaluation of teaching from the perspective of teaching quality assurance in Higher Vocational Colleges in China through investigation and research; and finds out that the research on the universality and the effect of student evaluation on teaching quality assurance in different cases is still very important. Broad room for expansion.
【学位授予单位】：南京大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G712
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