满意度说明了什么——学生评教视角下“教”和“学”的关系

What Does Satisfaction Mean:The Relationship between"Teaching"and"Learning"from the Perspective of Students’Evaluation of Teaching

学生对教师、课程的满意度是高校学生评教中常用的指标,但因其与学生实际学习成效关系不清晰、不能反映教学改进的有效信息受到诟病。本研究通过构建包含“教”和“学”两类变量的研究框架,基于2017年秋季到2019年春季共4个学期在J高校针对168门本科课程收集的数据,用多元线性回归等方法探讨了学生满意度、教师教学行为、学生学习方式及学习成效之间的关系。研究发现:无论是对教师的满意度还是对课程的满意度,“讲课清晰”等传统教学素养维度的提升都对学生评教满意度有显著的积极影响;“鼓励学生合作”等教改倡导的行为维度因为不仅依赖教师的改变,还需要学生学习观念、学习方式的改变,因此教学满意度出现分化的特征,对学生平均满意度的影响并不显著;教改倡导的行为维度能促进学生深层学习,进而对学习成绩有积极影响。这验证了传统教学模式与学生满意度形成了正反馈,在某种程度上揭示了单一以学生满意度为导向的学生评教对教师教学范式改变的制约作用。为此,教学评价要从学生满意度导向转变为多元综合评价导向,增强教改倡导的教学素养维度,更全面地表征教学有效性。

Students’satisfaction with teachers and courses is a commonly used item in college students’teaching evaluation,but it is often criticized because it has unclear relationship with students’actual learning outcome and does not reflect the effective information of teaching improvement.By constructing a research framework including"teaching"and"learning",based on the data collected from 168 undergraduate courses in J University in four semesters from autumn 2017 to spring 2019,this study uses multiple linear regression and other methods to explore the relationship between student satisfaction,teachers’teaching behavior,students’learning method and learning effectiveness.The results show that the improvement of traditional teaching competence dimensions such as"clear lecture"has a significant positive impact on students’satisfaction with teaching evaluation and the behavioral dimensions advocated by the educational reform such as"encouraging students’cooperation"not only depend on the change of teachers,but also require the change of students’learning ideas and learning methods.Therefore,the characteristics of differentiation in teaching satisfaction have no significant impact on students’average satisfaction,while the behavioral dimension advocated by the teaching reform can promote students’deep learning,and then have a positive impact on academic performance.This proves that the traditional teaching model and student satisfaction form a positive feedback,and it also reveals the restrictive effect of the single student satisfaction-oriented teaching evaluation on the change of teachers’teaching paradigm to some extent.Therefore,teaching evaluation should change from student satisfaction orientation to multiple comprehensive evaluation orientation,enhance the dimension of teaching competence advocated by teaching reform,and more comprehensively characterize the effectiveness of teaching.