人情因素在高校团队作业互评制度中的作用探讨

On Influence of Favor on Peer Evaluation in College Group Work

团队作业已成为高校中不可或缺的一种教育模式,但团队作业却容易出现"搭便车"的问题,而目前常用的互评制度由于人情因素的存在无法有效解决这一问题。为探讨人情因素在高校团队作业互评制度中的作用,论文借助问卷调查的方法进行研究。第一次问卷针对高校学生团队作业基本情况进行了调查,发现人情因素对于团队作业互评具有重要影响。第二次问卷将人情因素细分为熟悉程度、好感度、利益关系三个一级指标及若干二级指标,调查发现:熟悉程度、好感度、利益关系均对团队作业互评制度有突出影响,并且其影响力递增。为减轻人情因素在互评制度中的作用,提出:应尽量减少主观人情因素的影响;应采用随机分配或者由老师分配团队成员的分组方式;应做好分组前的统计分析,减少熟悉程度较高的同学同一团队现象;应增加团队建设频率,加强思想教育。

Group work plays an important role in college education. Among those hurdles of effective implementation of group work,"free riding" still remains even supervisory tools are employed (e.g. peer evaluation). A possible cause of such failure is due to the avoidance of hurting feelings of other team members. This article analyzes the effect of such avoidance in peer evaluation in college work by questionnaires. The first questionnaire investigates the background and basic information about the group work in Chinese colleges, to have confirmed that favor plays an important role in peer evaluation of group work. The second questionnaire divides the related favor factors into three level indicators, which are familiarity, favorability and benefit-based relationship, and corresponding secondary indicators are used. Based on the research, we conclude that familiarity, favorability and benefit-based relationship take up a large portion of favor, from the smallest to the largest. In order to minimize the effect brought by favor, the article proposes that the influence of subjective favor factors should be minimized, the grouping method should be random or assigned by teachers, statistical analysis of students' relationships with each other is required before grouping in order to minimize the existing of familiarity in a group, and the team building frequency is supposed to be increased and ideological education should be promoted.