高校学生评教的制度正义及其实现

The Institutional Justice of College Students’ Teaching Evaluation and Its Realization

高校学生评教作为对教学质量进行检测与管理的一种制度安排,其涉及的制度正义问题已引起研究者注意。学生评教制度正义表现出三个层面的特征:教师义务与学生权利的协调、个人权利与集体利益的平衡、管理手段与伦理价值的统一。具有制度正义的学生评教,是“做正确的事”和“正确地做事”的统一,学生评教制度正义实现的关键,是确保评教制度影响下的各利益相关者在权利与义务方面的对等,为评价对象营造平等的教学权利和专业成长发展空间。从实际情况看,评教目的、指标到评教过程等方面均存在制约制度正义实现的问题。塑造具有正义的学生评教制度可从三方面努力:营造以正义为导向的学校教学管理整体氛围,构建正当性与科学性统一的评教体系,实施评教与评人相统一的评价模式。

As a kind of institutional arrangement for testing and managing teaching quality, college students’ evaluation of teaching has attracted researchers’ attention on the institutional justice issues involved. The justice of students’ teaching evaluation system shows three characteristics: the coordination between teachers’ obligations and students’ rights, the balance between individual rights and collective interests, and the unity of management methods and ethical values. Student teaching evaluation with institutional justice is the unity of“doing the right thing”and“doing things correctly”. The key to the realization of the justice of the student teaching evaluation system is to ensure that all stakeholders under the influence of the teaching evaluation system have equal rights and obligations, and to create equal teaching rights and development space of professional growth for the evaluation objects. Judging from the actual situation, there are problems that restrict the realization of system justice in the aspects of teaching evaluation purpose, indicators and teaching evaluation process. To shape a just student teaching evaluation system, efforts can be made from three aspects: to create a justice-oriented atmosphere of school teaching management, to build a legitimate and scientific evaluation system, and to implement an evaluation model that integrates teaching and evaluation.