大学教育目标如何在学生评教中得到体现--以24所世界著名大学为例  

The Conformance between Goals of Education and Student Course Ratings:Based on an Empirical Analysis of 24 World-class Universities

作　　者：丁妍[1] 王颖[1] 陈侃[1] 

机构地区：[1]复旦大学,上海200433

出　　处：《复旦教育论坛》2011年第5期18-22,44,共6页Fudan Education Forum

摘　　要：学生评教是国内外大学普遍采用的改善教育质量的手段。本文在"终结型"——"发展型"教育目标的理论框架下,整理并考察世界一流大学的学生评教指标,实证分析评教指标背后所体现的大学教育目标及模式。研究发现,国外大学的学生评教与教育目标之间具有一贯性,其指标设计同时融合了"终结型"和"发展型"取向的评教内容,后者略占优势;在地区差异上,欧洲大学偏向于"发展型"的教学目标,而亚太大学中"终结型"模式仍然表现强势。分析结果也提示我们,应更深入地理解国外大学评教指标,促进学生评教与教育目标的整合性,推动先进教学模式的形成,从而提高我国大学学生评教的有效性。The student course ratings（SCR） are a widely employed device for evaluating teaching quality both in Chinese universities and their overseas counterparts.The fundamental assumption in this study is that a valid SCR should be consistent with its educational goals.Educational goals are categorized into two types,namely ＂Attainment Model＂ and ＂Development Model＂ based on different definitions of teaching success,treatment toward teaching contents,teachers＇ role,students＇ status,teacher-student relationship,etc.The purpose of this study is to identify through empirical analysis whether the items in SCRs conform to the educational goals and how the underlying educational conceptions vary among overseas universities across different regions.As a result of examining 461 rating questions of 24 universities,it is found that the questions selected are in conformity with educational goals,and European universities are more inclined to adopt the development model while their Asia-Pacific counterparts adhere to the attainment model.

关 键 词：学生评教 教育目标 终结型 发展型 

分 类 号：G642.0[文化科学—高等教育学]