高校教师对教学评价的认知与期望

调查了某高校的高校教师对教学评价的认知与期望。结果认为,高校教师对教学评价的认知较为客观和深刻,但对教学评价结果的客观性和处理方式在一定程度持有不认同的态度。高校教师期望由学生和同事对自己进行教学评价,也注重自我评价。研究对于高校调整教学评价策略,提高教学评价的客观性具有非常积极的意义。

A survey of the cognition and expectation of some college faculty shows that college teachers have deep cognition on teaching evaluation but a disagreement on the objectivity of the teaching evaluation results and the treatment. They pay attention to the teaching evaluations from their students and colleagues as well as from them- selves. The study has a positive meaning for colleges and universities to modify their teaching evaluation strategies, and improve the objectivity of teaching evaluation.