大学生选课与评教行为理性与非理性倾向

在大学的教学管理中,学生并不是简单的被动者、接受者,而是通过参与选课和评教,影响高校的课程质量。通过全国大样本的问卷调查和深入访谈发现:学生选课和评教时较多考虑教师口碑、投入、自己的收获、兴趣、就业等积极因素,但也有相当比例的学生赞同点名少、容易通过、作业简单、得分高等消极因素。学困生和没有读硕意愿的学生更多考虑消极因素,不同成绩段的学生行动策略也不同。在考虑消极因素时,学生也理性衡量了自己短期、显性的成本与收益,却可能损害长期、潜在的收益,导致非理性的后果。学生在选课与评教中的非理性行为正是引发课程"变水"的重要原因,必须完善相关制度设计,保障课程质量。

Rationality and Irrationality of Course Selection and Teaching Evaluation among University Students

This paper examines two cases of how university students participate in course selection and the evaluation of teachers’ teaching quality. By using mixed research methods, it focuses on analyzing the factors, characteristics, and rational considerations. The study found that students take into account the teacher’s teaching reputation, input, their own gains, interests, employment and other positive factors. However, a considerable proportion of students succumb to negative factors such as fewer attendance checking, easy passage of exams, simple assignments, and higher scores. Students with learning difficulties and those who do not have the willingness to pursue postgraduate programs are more concerned with negative factors, and students’ strategies of action in different grades are different. The irrational performance of students in course selection and teaching evaluation is to measure short-term and explicit costs and benefits, but impairs their long-term and potential benefits. The study suggests optimizing the course selection and evaluation system, reducing negative factors and avoiding low-quality courses.