大学生评教如何从失真到归真——基于巴纳德社会系统理论的视角  

How to Restore the Authenticity of Student Evaluation of Teaching: Based on Barnard's Social System Theory

作　　者：张俭民[1] 董泽芳[2] 

机构地区：[1]湖南科技学院高等教育研究所,永州425199 [2]华中师范大学教育学院,武汉430079

出　　处：《教育发展研究》2014年第19期26-31,共6页Research in Educational Development

基　　金：湖南省普通高校教学改革研究资助项目"教学型高校课堂教学质量评价体系构建研究与实践"(湘教通[2012]401号)的部分成果

摘　　要：大学生评教合作系统能否持续运行并发挥正向功能取决于评教主体合作意愿、评教共同目标、评教信息沟通等要素在合作系统中动态的维持。高校教育管理者需要从构建保障评教主体权益的合作意愿激励机制、评教主体合作参与的评教目标达成机制、高效透明的评教信息沟通体系等方面促进大学生评教从失真到归真。The effect and efficiency of student evaluation of teaching depend on the dynamic sustainment of the willingness of the rater as well as that being rated to cooperate, the common goal of teaching evaluation, and the information communication. The managers of college should consider to construct cooperation mechanism that guarantee the rights of the rater as well as that being rated, explore the mechanism that can realize the commongoal of teaching evaluation through the cooperation between students and teachers, and establish the information communication mechanism that is efficient and open.

关 键 词：巴纳德社会系统理论 大学生评教 失真 归真 

分 类 号：G642.4[文化科学—高等教育学]