教學質量保障視角下我國高等職業(yè)院校學生評教研究
發(fā)布時間：2018-08-27 07:00
【摘要】：學生評教的本質是學生對能否激發(fā)自己學習興趣和全面發(fā)展需要的教師教學活動的價值判斷。受招生規(guī)模急遽增加等因素的影響,高職院校教學質量令人關注；學生作為教學活動的主要參與者和接受者,理應對教師的教學質量有更多的感受和發(fā)言權；在高職院校教學改革的內在惰性矛盾加劇等情況下,學生評教成了保障高職院校教學質量的重要屏障。因此,通過教學質量保障的視角,探究我國高職院校學生評教的改革現(xiàn)狀和改革策略,為我國高職院校教學質量保障建設提供理論參考與實踐啟示,就顯得尤為必要。從國內已有文獻研究發(fā)現(xiàn),有關學生評教與教學質量保障的邏輯關系,學生評教對教學質量保障的機制等需作深入闡明、反思與探索。據(jù)此,形成本文的研究假設是：學生評教是當前我國高職院校教學質量的重要保障：核心研究問題是：學生評教怎樣、如何更好地保障教學質量?相關的4個子研究問題是：①教學質量保障是否需要學生評教?②新時期教學質量保障需要什么樣的學生評教?③當前我國高職院校學生評教能否滿足所需?④我國高職院校學生評教如何改革才能回應該要求?為了深入回答上述問題,本研究應用文獻研究法、調查研究法、案例研究法和比較研究法。按照“內因探尋、現(xiàn)狀調研、問題歸因與改革策略”的研究思路,在戴明(Edwards Deming)博士“PDCA”質量保障方法視角下,秉承實用主義知識觀,采取定量與定性相結合的混合研究策略。本研究的主要發(fā)現(xiàn)是：(1)從歷史發(fā)展和中外改革來看,學生評教與高職院校的質量評估之間,并非是“脫離”的,而是“親密無間”的。質量評估推動了學生評教的開展。學生評教政策、理念等,均體現(xiàn)在質量評估文件中。學生評教體現(xiàn)了國家、學校對教學質量進行管理和保障的意志和期待。(2)學生評教的價值主體是多元的,但其基本的價值主體是教師和學生；學生評教的本質是對能否激發(fā)自己學習興趣和全面發(fā)展需要的教師教學活動的評價。學生評教具有激發(fā)學生學習興趣、促進學生全面發(fā)展,為教師教學個性張揚與促進教師教學發(fā)展提供指南的基本功能。在“PDCA”質量保障視角下,評教指標應堅持“柔性”、“開放”和“多元”的價值取向。(3)根據(jù)學生評教的價值選擇等依據(jù),我國高職院校學生評教指標應包含激發(fā)學生學習興趣、促進學生全面發(fā)展、張揚教師教學個性、促進教師教學發(fā)展的核心指標及相應的基本內容。(4)我國高職院校的學生評教主要問題是：①功能缺失,指標失衡：評教目標主要體現(xiàn)了“管理、評定”等功能,在實際運行中“激勵”功能被忽視。體現(xiàn)的是以教師為中心的共同特性。②方法簡單化和組織形式化傾向：評教管理部門既是組織者也是評價者,評教周期過少,方式過于簡單。③有評教,無評價：評價主體單一,缺少評價安排和評價內容。④威嚴有余,幫扶不足：學生評教結果直接影響教師獎金、晉升和聘用,但學校缺乏幫扶教師改進教學質量的有力有效措施。(5)學生評教在目前我國多數(shù)高職院校的教學質量保障中,舉足輕重。調研發(fā)現(xiàn),學生評教得分在高職院校教學質量評價總分中所占比重最多達70%；超過半數(shù)在50%以上。因此,改革學生評教使其更好地保障教學質量,無論對教師還是對高職院校都意義重大、影響深遠。通過綜合分析,得出的最終結論是：學生評教應當更好地保障我國高職院校教學質量；為此,需從學生評教的計劃完善、過程深化、評價強化和加強反饋等方面進行改革。最終建立以學生為核心主體,以促進學生學習為核心宗旨,以增強教師教學內生力為主要指南,在“PDCA”框架下形成自我完善的學生評教機制,才可能使學生評教達成有效保障教學質量之目的。本研究的主要貢獻在于,運用“PDCA”視角研究高職院校的質量保障,系統(tǒng)分析了中外高等職業(yè)院校質量評估與學生評教的發(fā)展；通過調查研究,揭示了我國高職院校教學質量保障視角下學生評教的現(xiàn)狀；通過研究發(fā)現(xiàn)有關普適性的、針對不同個案學生評教對教學質量保障作用等問題的研究,還有非常廣闊的拓展空間。
[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.
【學位授予單位】：南京大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G712
本文編號：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.
【學位授予單位】：南京大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G712
【參考文獻】
相關期刊論文 前2條
1 王志麗;熊艷;劉景霞;;中國職業(yè)教育成功發(fā)展之路——對德國職業(yè)教育的借鑒[J];內蒙古師范大學學報(教育科學版);2011年09期
2 潘青;;美國社區(qū)學院教育管理及啟示——德州休斯頓社區(qū)學院管窺[J];銅陵學院學報;2011年02期
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