近二十年国外学生评教研究的现状与启示

Development of Student Ratings of Teaching and Its Implications in Past Twenty Years

学生评教既是高等教育教学质量保障体系建设的重要环节,也是改进教学服务与提升教学质量的重要手段,一直以来都是高等教育研究的热点。文章运用文献计量分析软件对科学引文核心合集数据库中2000-2020年与学生评教相关的351篇文献进行梳理,整理出评教关键词时区突现图和发文量的时间趋势图,从时间和空间两个维度,分析国外学生评教的发展趋势。从研究内容看,国外主要围绕学生评教的信效度及影响因素、学生评教的使用及面临的挑战等问题开展研究。影响学生评教信效度的因素除了评教工具以外,还可以分为教师层面、学生层面、课程层面和工具层面等诸多方面。学生评教面临的挑战主要是评教的技术主义、功利主义等。基于分析,提出学生评教改进的三点建议:明确学生评教功能定位,注重教学质量的诊断与改进;规范学生评教程序,充分调动学生参评积极性;倡导开放包容的评教文化,切实关照多元利益诉求。

Student evaluation is an important link in the construction of higher education teaching quality assurance system,and an important means to improve teaching services and teaching quality,which has always been a hot topic in higher education research.This paper uses bibliometric analysis software to sort out 351 pieces of literature related to student evaluation of teaching in the core collection database of scientific citations from 2000 to 2020 and sorts out the time zone chart of keywords with strong citation bursts and the time trend chart of document volume.From the two dimensions of time and space,this paper analyzes the development trend of foreign students’teaching evaluation.From the perspective of research content,foreign research mainly focuses on the reliability,validity,and influencing factors of student evaluation of teaching,the use of student evaluation of teaching,and the challenges it faces.Besides the teaching evaluation tools,the factors that affect the reliability and validity of students’teaching evaluation can also be divided into many aspects,such as the teacher,student,curriculum,and tool levels.The challenges faced by students in teaching evaluation mainly lie in the technocracy and utilitarianism of teaching evaluation.Based on the analysis,three suggestions for improvement of student evaluation of teaching are put forward:clarify the function of students’evaluation and focus on the diagnosis and improvement of teaching quality;standardize the procedures of students’evaluation and fully mobilize the enthusiasm of students to participate in evaluation;advocate an open and inclusive evaluation culture and effectively take care of the demands of diverse interests.