学生评教何去何从--基于美国、欧洲、澳洲4所大学的分析

Where Does the Student Evaluation of Teaching Go in China——An analysis based on the research of four cases from the United States, Europe and Australia

在提升本科教学质量的过程中,学生评价教学(SET)作为一种评价教师教学能力的方式而备受关注。我国SET实践中大多存在缺乏有效的评价工具、管理过程浮于形式、评教结果反馈不及时等问题。通过借鉴美国、欧洲、澳大利亚4所大学的学生评教经验,探索出我国学生评教的改革进路。波尔图大学的SET实践切合当前主流的"理论外显"趋势;科廷大学的eVALUate和都柏林大学的"结构组反馈法"分别从质性、量化方法上展示出如何贯彻"学生中心"理念;圣托马斯大学的评教模式体现了全面且及时的评教特点。我国的SET改革需要立足高等教育市场化背景,在宏观上建构学生反馈系统,坚持"学生中心"的价值取向,重视评价效率和评价效果。

Since Chinese universities are eager to improving undergraduate teaching quality, student evaluation of teaching（SET） has been paid more attention as an evaluation of teachers＇ teaching effectiveness. The implementation of teaching evaluation in China has such disadvantages as lack of effective tools, formality in management and feedback in teaching results. Thus 4 universities from the United States, Europe and Australia are selected as examples to discuss the trend and possible ways out of the evaluation of teaching in our country today. The SET implementation of Potor University embodies the current trend of the mainstream ＂explicit theory＂; the eVALUate of Curtin University and the ＂structured feedback sessions＂ of Dublin University show the idea of how to carry out the ＂student-center＂ from qualitative and quantitative methods; and the evaluation model of St. Thomas University is a good embodiment of comprehensive and timely. As we discussed above, our SET implementation needs to understand higher education marketization, to construct a student feedback system, to lock in the value orientation of ＂student-center＂ and to attach importance to the evaluation efficiency without neglecting effect.