「学生评监教师教学」可能成爲一种规训机制吗？

Does Student Ratings of Instruction Become a Disciplinary Mechanism?

近年各大学纷纷采用「学生评监教师教学」制度以了解大学课堂中教与学的品质，使其成爲各大学实施教师评监的一环。Foucualt曾论及学校是一规训场域，而「学生评监教师教学」是学校例行活动之一。本文想借用Foucault的规训权力观点作爲思维架构，探讨「学生评监教师教学」机制中的权力／知识运作。作者利用理论分析与论述方法先了解Foucault的权力观，接着探讨Foucault规训权力观与重要性，而後探讨「学生评监教师教学」机制的规训措施，并以「考查」概念来探讨「学生评监教师教学」是否成爲一种规训机制，探究学生和教师在这评监过程中是否受一连串的制度、规范和标准权力对身体的施行，以提供大学校院实施与检视学生评监教师教学时的另一思考角度。

The 'Student Ratings of Instruction' is a matter of increasing quality between teaching and learning in Higher Education. According to Foucault's opinion, School is a discipline-operating area, and 'Student Ratings of Instruction' is one of activities in school. The main idea of this article is, therefore, explore the power/knowledge in Student Ratings of Instruction through Foucault's disciplinary power as the thinking framework. By using theory analysis and discourse, the author tries to explore the Foucault's disciplinary power and its significance in student rating of instruction. Secondly, to explores the disciplinary techniques and strategies in student ratings of instruction, and then, to use ”examination”, a disciplinary strategy, to analyze if the student ratings of instruction will become a disciplinary mechanism, to analyze if students and teachers will be disciplined in the process of operating the student ratings of instruction. Consequently, the author hopes to provide another thinking for student ratings of instruction in universities.