从形式化到实质性:高校学生评教的理性回归

From Formalization to Substantiality:The Rational Return of College Students'Evaluation of Teaching

学生评教自国外引入以来,已逐渐成为高校教学评价中的一项常态化工作。然而,学生评教在实施过程中存在严重的形式化问题,主要表现为制度设计的形式化、活动实施的形式化、评价行动的形式化。问题根源主要在于高等教育高速发展而忽视了教学内在质量标准,外部评价驱动下的学生评教缺乏系统化设计,以及学生评教中的评价关系错位致使主体价值判断缺乏完备性。因此,高校要回归学生评教的实质性逻辑,在教学行动实践中重构教学质量共识,增强学生评教内部体系的系统性以及与其他评教制度的协同性,进一步厘清评价关系,提升学生评教的科学性和实效性。

Since its introduction from overseas,student evaluation of teaching has become a standard part of teaching evaluation in universities.However,the implementation process has faced significant issues with formalization,particularly evident in institutional design,activity implementation,and evaluation procedures.The underlying causes include neglect of internal teaching quality standards amidst the rapid development of higher education,lack of systematic design in student evaluation driven by external evaluation,and lack of completeness in subjective value judgments due to misplacement of evaluation relationships.Therefore,universities should refocus on the essential rationale of students'evaluation of teaching.This involves establishing a consensus on teaching quality during teaching practices,enhancing the systematic nature of the internal student evaluation system,and aligning it with other evaluation systems.It is also crucial to clarify the evaluation relationship and enhance the scientific rigor and effectiveness of students'evaluation of teaching.