大学课堂教学评价研究十年回眸  

A Ten-Year Review of the Studies on the Evaluation of University Classroom Teaching

作　　者：李硕豪[1] 富阳丽 

机构地区：[1]兰州大学,甘肃兰州730000

出　　处：《现代教育管理》2017年第6期96-100,共5页Modern Education Management

基　　金：中央高校基本科研业务费专项资金自由探索项目"应用型本科人才培养规格研究"(16LZUJBWYJ027)

摘　　要：自20世纪80年代以来,课堂教学评价一直备受关注,至今方兴未艾。就近十年的文献资料来看,集中于两条研究主线:一是理念研究层面,教学评价理念由工具理性转向价值理性,由静态性评价转向动态性评价;二是实践研究层面,主要是从教学质量、存在的问题和元评价三个视角出发展开研究。存在的问题主要表现为:重视学生评价,轻视教师自评;注重终结性评价,漠视发展性评价;聚力"教"的评价,轻忽"学"的评价;等等。未来研究中应:重视课堂教学评价的发展性作用;强调实证性评价与人文性评价相结合;重视教师评价主体地位;强调课堂教学评价"以学生为本"的价值理念。Since the 1980 s,classroom teaching evaluation has been kept a closed watch,and it is still in the ascendant. In the past ten years,the study of the literature has mainly focused on the two research threads：one is on the concept research level,which we can see the change of the teaching evaluation idea from the instrumental rationality to value rationality,from the static evaluation to the dynamic evaluation;the other is on the practical research level,which mainly discussed from the three perspectives of the teaching quality,the existing questions and the meta-revaluation. Some main problems are found in the related studies as follows：attaching more importance to the student assessment while despising the teacher self-evaluation;emphasizing on the summative evaluation while ignoring the developmental evaluation;concentrating on the evaluation of the ＂teaching＂ while neglecting the evaluation of ＂learning＂ etal;A prospect is made in some areas for the future research：attaching more importance to the development function of the classroom teaching evaluation,emphasizing the combination of the empirical evaluation with humanistic evaluation,paying more attention to the principal position of the teacher evaluation and underlining the value concept of ＂ students-orientation ＂ in the classroom teaching evaluation.

关 键 词：大学教学评价 课堂教学评价 高等教育质量 

分 类 号：G642.421[文化科学—高等教育学]