本科学业评价中的师生“冲突”及应对策略  

Teacher-Student “Conflicts” in Assessment of Undergraduates' Academic Performance in Universities and Its Strategies

作　　者：盛兰芳[1] SHENG Lanfang(Zhejiang Education Examinations Authority,Hangzhou 310012,China)

机构地区：[1]浙江省教育考试院,浙江杭州310012

出　　处：《浙江师范大学学报（社会科学版）》2018年第4期115-120,共6页Journal of Zhejiang Normal University(Social Sciences)

基　　金：浙江省哲学社会科学规划课题"浙江省‘三位一体’综合评价招生制度执行效果评价研究--利益相关者的视角"(16NDJC246YB)

摘　　要：本科学业评价是反映高校教学质量的重要工具。高校教师与本科生在学业评价的目标、策略、实施和结果上均存在一定的观念差异或行动对抗,即师生"冲突"。影响师生"冲突"的主要因子为评价的公正性、评价的个性化和学生的参与度。师生"冲突"的根源在于评价目标和功能的变异,在于微观权力的泛滥和失度。师生"冲突"是对本科学业评价偏离教育本意的反抗,对本科教学活动的改进具有积极的促进作用。应对师生"冲突"的策略主要包括:确立以发展为本的学业评价价值取向,构建开放多元的评价体系,引导学生学会选择。Assessment of undergraduates’academic performance is an important reflection of teaching quality in universities.There are some ideological differences or action confrontations between university teachers and undergraduates in the goals,strategies,implementation and outcomes of academic assessment,which lead to“conflicts”between teachers and students.Three main factors influence the teacher-student conflicts:the impartiality of the assessment,individualization of the assessment and student involvement.The root of teacher-student conflicts lies in the variation of assessment objectives and functions,and in the proliferation and loss of micro-power.The teacher-student conflicts are a protest against the deviation of undergraduate academic assessment from the original intention of education,which can promote the improvement of undergraduate teaching activities.To address teacher-student conflicts,we should establish the development-oriented assessment values,build an open and diversified assessment system and guide students to learn to choose.

关 键 词：本科学业评价 师生冲突 师生关系 

分 类 号：G642[文化科学—高等教育学]