本文選題：教學(xué)評(píng)價(jià)制度 + 道德人　； 參考：《首都師范大學(xué)》2012年碩士論文

【摘要】：高校教師教學(xué)評(píng)價(jià)制度是高校教學(xué)管理制度的重要構(gòu)成,是衡量高校教師教學(xué)工作的重要依據(jù)。但由于近年來(lái)管理者過(guò)于遵從工具理性,追求教師教學(xué)工作的效率,追求評(píng)價(jià)制度的科學(xué)化與標(biāo)準(zhǔn)化,從而在教學(xué)評(píng)價(jià)中過(guò)于依賴量化方法,使得教學(xué)評(píng)價(jià)制度的人文價(jià)值缺失,教師作為“人”的意義及價(jià)值被掩蓋住了。本文基于此種問(wèn)題,對(duì)制度的價(jià)值進(jìn)行分析,認(rèn)為制度的最終目的是為了治善,制度應(yīng)以人為本的,人性假設(shè)是制度的邏輯基礎(chǔ),認(rèn)為教師教學(xué)評(píng)價(jià)制度應(yīng)建立在一定的人性假設(shè)基礎(chǔ)之上 教育的本質(zhì)是追求人精神的至善,教師作為教育教學(xué)活動(dòng)的承擔(dān)者,是具有道德性的主體,因此教師教學(xué)評(píng)價(jià)制度對(duì)教師的人性假設(shè)在應(yīng)然的層面上為道德人,此為本文的總觀點(diǎn)。本文認(rèn)為道德人是以人性善為基礎(chǔ),以利他為核心,在制度中表現(xiàn)為主體性,行為自律性以及以人的發(fā)展性為目的的人性假設(shè),教師作為道德人在評(píng)價(jià)制度中具備主體性,教師自律性且以自身發(fā)展為目的。本文分別從教學(xué)評(píng)價(jià)制度的主體,教學(xué)評(píng)價(jià)制度的目標(biāo)期待以及教學(xué)評(píng)價(jià)制度的最終結(jié)果三個(gè)層面進(jìn)行分析,認(rèn)為在現(xiàn)行教學(xué)評(píng)價(jià)制度對(duì)教師的假設(shè)已經(jīng)偏離了教師的道德人本質(zhì),主要表現(xiàn)為教師的主體地位被客體化；教學(xué)評(píng)價(jià)制度的指標(biāo)體系過(guò)于注重約束教師行為,沒(méi)有給予教師道德自律的活動(dòng)空間；教學(xué)評(píng)價(jià)制度的結(jié)果大多用以教師的獎(jiǎng)懲卻缺乏對(duì)教師教學(xué)的結(jié)果反饋,造成了教學(xué)評(píng)價(jià)制度目的功利化趨向。此種偏離是影響教師教學(xué)評(píng)價(jià)制度效力的關(guān)鍵。 以人性假設(shè)為視角分析教師教學(xué)評(píng)價(jià)制度的價(jià)值基礎(chǔ)是本文最大的創(chuàng)新之處,目前這樣的研究在我國(guó)尚屬少數(shù)。對(duì)教學(xué)評(píng)價(jià)制度人性假設(shè)的研究在理論層面上有助于進(jìn)一步清晰制度倫理的論域,為制度倫理理論體系的構(gòu)建添磚加瓦,在實(shí)踐層面上也有助于指導(dǎo)教學(xué)評(píng)價(jià)制度的改進(jìn)。
[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.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G647

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