加拿大高校学评教制度的特色及启示——以麦吉尔大学为例  

Features and Inspirations of the Course Evaluation Systems of Canadian Universities——McGill University as a Case Study

作　　者：张丰[1] 沈瑛[2] 

机构地区：[1]浙江工业大学人文学院,浙江杭州310023 [2]浙江工业大学外国语学院,浙江杭州310023

出　　处：《浙江工业大学学报（社会科学版）》2009年第2期221-225,共5页Journal of Zhejiang University of Technology：Social Sciences

摘　　要：加拿大高校学评教作为教师业绩评价体系的一个组成部分,它的科学性、有效性值得关注。本文以麦吉尔大学为例,简要介绍了加拿大高校学评教制度的实施方略及特色,并在分析我国高校学评教制度存在问题的基础上,提出了借鉴加拿大高校学评教制度的建议,如建立学评教题库,以适应不同学科、不同课程、不同授课对象;既要注重教学结果的评价,又要重视教学过程的评价;增加学生翔实的描述性评价,合理利用学评教的结果。The course evaluation systems （CES） of Canadian universities have been an indispensable part of the achievement evaluation system for the university faculties. The scientificalness and effectiveness of the CES in Canadian universities have been showed great concern in recent years. In this essay, the CES of McGill University is analyzed as a study case to make an analysis of the features of the CES and strategies in conducting it in Canadian universities in the hope of bringing inspirations to the CES of Chinese universities. For example, the item bank is constructed to cater for diverse faculties, courses and subjects. Not only the outcome but also the process of teaching is emphasized in the CES of Canadian universities. In addition, the descriptive evaluation by the students is necessary.

关 键 词：加拿大 学评教 特色 启示 

分 类 号：G642.3[文化科学—高等教育学]