本科教育中学生评教的行动关系及其内在机制——基于哈贝马斯交往行动理论的探究

Action Relationships and Their Underlying Mechanisms in Student Evaluation of Teaching in Undergraduate Education:An Exploration Based on Habermas'Theory of Communicative Action

学生评教是建设高质量教育体系的重要手段,然而在实践中,学生评教的制度设计与实施运行却屡遭诟病。本研究以哈贝马斯的交往行动理论为基础,从北京、山西和上海各选取一所综合性高校,深度访谈了管理者、教师和学生在评教中的行动关系。研究结果表明:管理者与学生之间的行动关系呈现出目的行动的特征;管理者与教师之间的行动关系倾向于规范行动的特征;教师和学生之间的行动关系则表现为戏剧行动的特征。在管理者制定的政策指引下,三类主体未能形成对学生评教的理性共识。因此,为了真正理解并回归学生评教的本质,我们需从“命令-服从”式的权威转向“契约-共治”式的交往,建构贯穿学生评教流程的沟通交往共同体,实现学-教-管三主体间的有效互动,为建设一流本科教育和高质量教育体系提供制度保障。

Student evaluation of teaching(SET)is an important part of teaching quality management system in higher education institutes.But the design and implementation of the SET are often criticized in practice.Grounded in Habermas'Theory of Communicative Action,the study chose three comprehensive universities in Beijing,Shanxi and Shanghai to conduct in-depth interviews on the action relations among faculties,students and administrators when involving into SET.Findings suggest that the action relationship between students and administrators has the features of teleological action;the action relationship between administrators and faculty manifest the features of normatively regulated action,and the action relationship between faculties and students tend to lean towards dramaturgical action.There is no rational consensus among three subjects on SET.Therefore,to genuinely understand and return to the essence of SET,a shift from command-obey authority to contract-cogovernance communication is necessary.This involves constructing a communicative community that permeates the SET process,facilitating effective interactions among students,faculties,and administrators.This shift aims to provide institutional guarantees for building a first-class undergraduate education and a high-quality education system.