高校学生评教有效性的实证研究

采用实证研究的方法,对高校本科生评教的客观因素：教师性别、教师职称、课程类型、学生人数进行相关分析,研究结果表明：这些因素均对高校学生评教结果无显著影响,高校学生评教是客观可信的。     

Student Assessment of Teaching Effectiveness

Abstract

Expectations for tenure-track faculty are often high. Professors must often balance schedules filled with teaching, service projects, and other duties, leaving little time for meaningful research. The author suggests ways to connect research to other professional responsibilities to increase engagement, enthusiasm, connectedness, and overall productivity.     

The Development and Validation of the Student Evaluation of Online Teaching Effectiveness

Abstract

Sponsored by a Preparing Tomorrow's Teachers to Use Technology(PT3) grant, we participated in various activities designed to help us learn to infuse technology in our teacher education courses. The purpose of this paper is to describe the specific impact of the PT3 project activities on our change process-including the formation, evolution, and efforts of our curriculum design team-and to share the activities and products that we developed through participation in the grant activities.     

高校学生评教探析

学生评教在实际的教学过程中发挥着积极的作用。本文论述了学生评教的内涵、作用与功能、学生评教应遵循的原则及应注意的事项。     

Student Evaluation of Teaching Effectiveness: An assessment of student perception and motivation

Over the past century, student ratings have steadily continued to take precedence in faculty evaluation systems in North America and Australia, are increasingly reported in Asia and Europe and are attracting considerable attention in the Far East. Since student ratings are the most, if not the only, influential measure of teaching effectiveness, active participation by and meaningful input from students can be critical in the success of such teaching evaluation systems. Nevertheless, very few studies have looked into students' perception of the teaching evaluation system and their motivation to participate. This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that students generally consider an improvement in teaching to be the most attractive outcome of a teaching evaluation system. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion and salary rise decisions and making the results of evaluations available for students' decisions on course and instructor selection were less important from the students' standpoint. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback. Since quality student input is an essential antecedent of meaningful student evaluations of teaching effectiveness, the results of this study should be considered thoughtfully as the evaluation system is designed, implemented and operated.     

提高学生参与度 增强教学有效性

在思想品德课的教学中,学生的参与是提高课堂教学效果的有效策略,教师可采取多种方式增强学生的参与意识,提高学生学习的积极性,如:通过加强师生交流以建立平等的师生关系;通过适时提出问题、组织实践活动、巧设乐学情境等方式,激发学生的学习兴趣;以及及时反馈、适度评价等方式提高思想品德课的课堂有效性。     

熵值距离的离群点检测及其在学生评教中的应用

离群数据检测是找出与正常数据不一致的数据。学生评教中由于某种原因,会出现一些评教噪声数据。针对学生评教中噪声数据的特征,提出了一个基于熵值距离的离群点检测算法,该算法通过比较每个数据点所对应的熵值和整个数据集的熵值,来判断数据点的离群程度。仿真结果表明该算法对学生评教中出现的噪声数据具有较好的过滤效果。     

教育怎能"学生说了算"--从学生评教看师生关系的合理定位

学生评教的滥用,致使“学生说了算”竟成为时髦,师生关系遂变得复杂、畸形。可是教育的本质决定了师生关系的最基本方面只能是教师教,学生学。说学生是主体,那是说学生是学的主体,是自我教育、自我体验、自我管理、自我约束的主体,而不是说学生是教的主体。教学须调动学生的能动性,考虑学生的兴趣,都不意味着学生是教学过程的主体。学生的意见具有一定的参考价值,但是,教育不能由学生说了算。     

高校学生评教工具的结构与维度

高校教学管理部门自制的评教问卷目前仍是被广泛使用的学生评教工具,这些问卷的结构往往缺少足够的科学性和有效性。通过对已有研究成果的分析和思考,发现学生评教普遍被认为具有多维结构,且在多个维度之上存在总教学效果的二阶因素。国外编制的学生评教工具更关注教学行为本身,主要从演讲者、推动者和管理者三种角色定义教师有效教学的维度。而在传统教育思想的影响下,我国学生评教的维度中还更加注意考察教师的道德和敬业精神等维度。     

学生评教的标准化处理

学生评教是教学反馈的重要环节及教学考评的一项重要内容,因此学生评教数据如何利用才是我们要讨论的重点。作者认为,学生评教分数在进行标准化处理后可以作为考评依据,因为标准化结果在很大程度上可以消除学生们(评委们)心目中标准的差异。     

“学生评教”意欲何为

学生评教本应体现学校民主、以学生为本,促进教师专业成长。但在学校普遍实施的“学生评教”实践中,却并没有体现以学生为本、教师为本,而是以管理为本。管理主义单独以效率为中心的价值取向不仅影响教育组织目标的实现,而且管理主义中的人性假设与教育中的人性假设存在着很大的矛盾。“学生评教”应走出这种管理主义的误区,充分体现出高校管理的本质是为教育服务。     

论学生评教中的质性评价

学生评教作为大学教学质量保障体系的一种重要制度,往往推崇量化评价的方式。 学生评教作为西方社会的舶来品,由于中西文化差异,量化评教在我国实施过程中形成“鸡肋”困境。 突破这一困境需要转变学生评教的评价范式,适时引进质性评价的方式。文章从理念层面阐析质性研究的范式在学生评教活动中的适切性,论证质性评教的合理性,从实践层面解析质性评价在学生评价中的实施路径,论证质性评教的可行性,并分析质性评价在学生评教中存在的困难,找准提高质性评教成效的着力点,以此促进学生评教有效性的达成。     

学生评教的研究现状及启示

学生评教是高校改进教师教学和教学管理工作的重要手段,也是近年来高等教育研究者关注的一个焦点.介绍了国内外学生评教的发展历程,系统地梳理了学生评教的研究重点,即对学生评教的可靠性、有效性、影响因素、指标体系的研究,分析了学生评教实践中存在的诸多问题,得出对学生评教实践的启示,以促进学生评教工作的良性发展.     

The Effectiveness of Training in the Evaluation of Classroom Instruction as an Aid to Self-Evaluation in Student Teaching

Abstract

This study hypothesized that participation in a training program in the evaluation of classroom instruction prior to student teaching would improve students' ability to evaluate their own classroom performance during student teaching.

Junior education students, 58 classified as trained or Experimental and 53 untrained or Control, were compared during student teaching on their ability to evaluate the lessons they taught. The five areas to be considered were introduction, organization, procedures and techniques, items relating to children, and items relating to the teacher.

Results indicated that in four of the five categories the differences between the groups were in a direction favorable to the trained students and that in two of those categories the difference was significant at the five percent level. It was concluded that the Experimental Training Program was effective in some areas.     

Student Perspectives on Teaching and its Evaluation

The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views.     

Faculty Views of Student Evaluation of College Teaching

The literature abounds with psychometric studies of course evaluation measures and articles debating the merits of student ratings of instruction, but little research has focused on faculty perceptions of this procedure. In the present study faculty perceptions are explored at a teachers' college where evaluation is carried out annually on a sample of courses. The sample includes 101 instructors who completed the research questionnaire. Faculty attitudes reflected a broad range of responses towards validity of student ratings, and their usefulness for improving instruction. Although overall attitudes were mildly positive, few instructors reported changing instruction as a result of student ratings. Moreover, few supported sending evaluation results directly to college administrators or publishing them for student consumption.     

学生评教行为因素统计分析

在抽样调查基础上,运用属性数据逐步自回归技术,对浙江某高校教师的“学评教”成绩与学生相应的评教因素关系进行了统计分析。结果显示：学生的评教态度与自身素质情况决定了教师的“学评教”成绩高低,学生自身的能力、对“学评教”认识等因素影响不显著。因此,各高校在实施“学评教”时需谨慎,避免与人事、职称评定等政策挂钩同时,还应加强教育理念研究,正确认识其教育职能。     

数学课堂教学中师生交往的有效化

数学课堂教学改革是数学课程改革的一项重要工作。数学课堂教学改革就是要用新课程理念改革过去被动式的课堂教学模式,使课堂教学成为“师生之间、学生之间交往互动与共同发展的过程”。要实现这一目标,建构课堂教学中真实的师生交往是关键。当前,在中小学数学课堂教学的师生交往中存在一些不真实的现象,这已对数学新课程的教学实施造成了一些不利的影响。因此,要正确认识数学课堂教学中师生交往的涵义,分析不真实交往的成因,明确师生之间真实交往的特征,建构数学课堂教学中有效的师生交往,从而推动数学课堂教学改革的健康发展。     

浅析高校学生评教

学生评教是学生作为评价主体对教师的教学工作做出的评价,在实际的教学过程中发挥着积极的作用,是学校教学质量监控体系中不可或缺的重要一环。本文阐述了学生评教的意义、作用及影响因素。