美国高校学生评教研究90年:历史、争议与反思  

Ninety Years of Research on Student Evaluations of Teaching in US Colleges and Universities:History,Controversies,and Reflections

作　　者：胡乐乐[1] HU Le-le(Department of Education, Ocean University of China , Qingdao 266100, China)

机构地区：[1]中国海洋大学教育系,山东青岛266100

出　　处：《高等教育研究》2017年第9期91-109,共19页Journal of Higher Education

基　　金：江苏省社会科学基金一般项目(16JYB007)

摘　　要：美国高校自20世纪20年代中期率先引入学生评教以来的90年历史,可以分为兴起、盛行与反思三大阶段。随着研究的拓展、丰富和深化,有关学生评教的争议一再涌现并使探究不断深入。争议的核心包括学生评教的复杂影响因素,学生评教得分与其学习结果的相关性,以及现代在线评教与传统纸笔评教哪种更为可靠。由于学生评教的复杂性,以及为了维护教师切身利益,美国高校学生评教研究的反思结论是高校须谨慎使用学生评教结果,不能一味盲信。Student evaluations of teaching was first introduced in US colleges and universities in 1920s. From 1927 to 2017, there were three main periods during the ninety years history： rise, popularity, and reflection. With continuous, extensive, and deepened researching in its gradual development, more and more controversies of student evaluations of teaching were emerging, and arousing researchers to make further research. Core of the controversies includes three aspects： complex factors impacting student evaluations of teaching, correlation between scores of student evaluations of teaching and students learning outcomes, and modern online evaluations and traditional paper-pencil evaluations which has good reliability. Colleges and universities must make use of results of student evaluations of teaching cautiously, because of complexity of student evaluations of teaching and vital interests of instructors.

关 键 词：美国高校 学生评教 相关性 偏见 

分 类 号：G649[文化科学—高等教育学]