【摘要】：高校學(xué)生評(píng)教是高校自治下的一種創(chuàng)新管理模式。隨著民主因素在高校管理體制之中的滲透及大學(xué)自治時(shí)代的到來,眾多高校將“學(xué)生評(píng)教”作為一種民主管理手段而倍加推崇。由于手段的創(chuàng)新永遠(yuǎn)先于制度的建構(gòu),以致造成了學(xué)生評(píng)教行為缺乏實(shí)體法律的規(guī)制及程序約束的結(jié)果。社會(huì)中的群體行為都會(huì)對(duì)社會(huì)本身造成相應(yīng)的或積極或消極的影響。法律正是調(diào)節(jié)這些影響的機(jī)制之一,指引著事物向人們期待的方向發(fā)展。同時(shí)也對(duì)其可能產(chǎn)生的消極影響進(jìn)行控制與防范。當(dāng)前,針對(duì)高校學(xué)生評(píng)教缺乏制度規(guī)范的問題,我們應(yīng)對(duì)學(xué)生評(píng)教行為進(jìn)行分析,以實(shí)現(xiàn)它在高校民主管理制度上的作用,規(guī)避該行為可能產(chǎn)生的不良后果。在權(quán)利泛化的背景之下,將學(xué)生評(píng)教作為權(quán)利看待的主張得到我國部分學(xué)者的認(rèn)同,但是反對(duì)的聲音也不少。關(guān)于學(xué)生評(píng)教是否應(yīng)歸屬于權(quán)利的問題,學(xué)術(shù)界也一直未能達(dá)成共識(shí)。學(xué)生評(píng)教是否應(yīng)當(dāng)作為一種權(quán)利對(duì)待,是高校學(xué)生評(píng)教體制構(gòu)建的基礎(chǔ)性問題。只有在對(duì)學(xué)生評(píng)教的性質(zhì)和地位做出充分論證之后,才能建立起學(xué)生評(píng)教制度的正當(dāng)基礎(chǔ)。否則該制度只能作為一種臨時(shí)管理手段,甚至將面臨社會(huì)公眾對(duì)其正當(dāng)性的質(zhì)疑。本文正是以分析學(xué)生評(píng)教行為性質(zhì)、判斷其地位為動(dòng)機(jī)。通過高校學(xué)生評(píng)教形式上的分析及相關(guān)方利益的衡量,試圖得出該行為真正的法律性質(zhì)和當(dāng)前階段應(yīng)處的位置。最后在程序上進(jìn)行規(guī)范,以防止該行為對(duì)其他利益主體的侵害。據(jù)此,本文主要分成五個(gè)章節(jié)：第一章主要介紹高校學(xué)生評(píng)教的緣起及其概念的多樣性；第二章主要陳述對(duì)于高校學(xué)生評(píng)教是否屬于權(quán)利的主要論辯觀點(diǎn)；第三章則利用霍菲爾德權(quán)利理論分析高校學(xué)生評(píng)教行為,得出該行為在形式上不屬于權(quán)利的結(jié)論；第四章主要在赫克的利益法學(xué)相關(guān)理論指引下探索學(xué)生評(píng)教的利益糾葛,得出現(xiàn)今不宜將學(xué)生評(píng)教作為一種權(quán)利對(duì)待的結(jié)論；第五章在學(xué)生評(píng)教非權(quán)利結(jié)論的基礎(chǔ)上,試圖完善學(xué)生評(píng)教活動(dòng)中的程序問題,以防止該行為不當(dāng)導(dǎo)致其他主體權(quán)益的損害。
[Abstract]:College students' evaluation of teaching is an innovative management mode under the autonomy of colleges and universities. With the permeation of democratic factors in the management system of colleges and universities and the arrival of the era of university autonomy, many colleges and universities regard "students' evaluation of teaching" as a democratic management means. The innovation of the means always precedes the construction of the system, which results in the lack of substantive legal regulation and procedural constraints on the students' evaluation of teaching. Group behavior in society will have a corresponding positive or negative impact on the society itself. Law is one of the mechanisms that regulate these influences and guide things to the desired direction. At the same time, the possible negative impact of the control and prevention. At present, in view of the lack of institutional norms for college students' evaluation of teaching, we should analyze the behavior of students' evaluation of teaching in order to realize its role in the democratic management system of colleges and universities, and to avoid the possible adverse consequences of this behavior. In the context of the generalization of rights, some scholars in our country agree with the idea that students' evaluation of teaching is regarded as a right, but there are also many voices against it. There has been no consensus on whether students' evaluation of teaching should be attributed to their rights. Whether or not students should be treated as a right is a basic problem in the construction of college students' evaluation system. Only when the nature and status of students' evaluation of teaching are fully demonstrated, the proper foundation of the system of students' evaluation of teaching can be established. Otherwise, the system can only be used as a temporary management means, and will even face public doubts about its legitimacy. This paper is motivated by analyzing the nature of students' evaluation of teaching behavior and judging their status. Through the analysis of the form of college students' evaluation of teaching and the measurement of the interests of relevant parties, this paper tries to find out the real legal nature of the behavior and the position it should be placed in at the present stage. Finally, the procedure is regulated to prevent the behavior from infringing other stakeholders. According to this, this paper is divided into five chapters: the first chapter mainly introduces the origin of college students' evaluation of teaching and the diversity of their concepts, the second chapter mainly states the main arguments about whether college students' evaluation of teaching belongs to the right; The third chapter analyzes the behavior of college students' evaluation of teaching by using the theory of Horfield's right, and draws the conclusion that the behavior is not a right in form; the fourth chapter mainly explores the conflict of interests of students' evaluation of teaching under the guidance of Herk's theory of law of interest. The conclusion is that it is not appropriate to treat students' evaluation of teaching as a right at present. The fifth chapter tries to perfect the procedural problems of students' evaluation of teaching on the basis of the conclusion that students' evaluation of teaching is not a right. To prevent the misconduct from causing damage to the rights and interests of other subjects.
【學(xué)位授予單位】：廣西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：D922.16

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本文編號(hào)：2120223