制约高校学生评教有效性的主观心理偏差分析——基于学生主体的视角  

Analysis of the Psychological Deviations That Restrict University Students' Effective Evaluation of Teaching——Based on the Perspective of Student Subject

作　　者：梅萍[1] 贾月[1] 索振美 

机构地区：[1]华中师范大学马克思主义学院,武汉430079

出　　处：《教师教育论坛》2014年第10期53-58,共6页Teacher Education Forum

基　　金：2012年度湖北省高等学校省级教学研究项目"高校学生评教的发展现状;面临问题及改进对策研究"(编号:2012086)研究成果

摘　　要：学生评教是一种主体性活动,必然会受到主体心理因素的影响,评价主体的认知、情感、态度、价值观的偏差将会导致评教偏差。其中应付心理是引起学生评教发生偏差的最主要因素。正是应付心理,才使得首因效应、刻板效应、兴趣投射、亲疏心理等发生作用,从而影响着评教的客观性和公正性。对此,教学管理部门可从改变学生评教态度入手,在尊重学生主体地位、提高学生主体意识、切合学生主体能力、保障学生主体权益上下功夫,重点提高学生评教的主体性,强化学生评教的认真态度,适度控制学生评教中其他心理偏差的发生。Student evaluation of teaching ,which is a kind of subjective activity , will be inevitably affected by the main psychological factors .The deviations in students＇cognition , emotion , attitudes , and values of evaluation subject will result in the deviations in evaluation of teaching .Among them , perfunctory psychology is the main factor . It is perfunctory psychology that makes primacy effect , stereotype effect , interest projection and closeness‐alienation psychology work . Thus , teaching management department can start with changing students＇attitudes towards evaluation of teaching by focusing on respecting their subject status ,improving their subject consciousness , suiting their subject ability , and guaranteeing their subject rights . The key point is to improve the subjectivity of students＇evaluation of teaching , strengthen the attitudes of students＇evaluation of teaching , and control the occurrence of psychological deviations in students＇evaluation of teaching appropriately .

关 键 词：学生评教 心理偏差 评教态度 

分 类 号：G642.0[文化科学—高等教育学]