基于"学生"与"教师"双视角评教指标内涵理解差异化的新型师生关系构建对策研究

Based on the Difference of the Connotation of"Students"and"Teachers"Bi-perspective Teaching Evaluation Indicators

课堂教学是教学质量最重要的细胞,中国民航大学建立多维课堂教学质量评价体系,我校人事制度分配改革方案实施以来,课堂教学质量评价与教师的年度考核及业绩兑现直接挂钩,"学生评教"作为课堂教学质量评价办法中的重要参照指标,其受关注程度空前高涨。但是目前学生评教工作事后的师生对话交流研究探讨不足。本文通过研究教师与学生双视角对评教指标内涵认识的差异,在理解和尊重差异的基础上,探索评教事后工作的改进方法,构建师生对话交流机制,构建民主、平等、和谐的新型师生关系。

Classroom teaching is the most important cell of teaching quality.CAUC has established a multi-dimensional evaluation system of classroom teaching quality.Since the implementation of the personnel system allocation reform program,the evaluation of classroom teaching quality is directly related to the annual assessment of teachers and the achievement of teachers.The important reference index in the method has been unprecedentedly high.However,there is not enough research on teacher-student dialogue after student evaluation.This paper studies the differences between teachers and students in understanding the connotation of teaching evaluation indicators,explores ways to improve the post-evaluation work on the basis of understanding and respecting the differences,constructs a dialogue and exchange mechanism between teachers and students,and constructs a democratic,equal and harmonious new teacher-student relationship.