高校教学评价应评教与评学相结合  

Both Teaching and Learning Should be Involved in University Instructional Evaluation

作　　者：吕冰[1] 王冰清 熊飞[1] LV Bing;WANG Bingqing;XIONG Fei(Yangzhou University,Yangzhou 225009,Jiangsu,China)

机构地区：[1]扬州大学生物科学与技术学院,江苏扬州225009

出　　处：《扬州大学学报（高教研究版）》2022年第5期40-45,共6页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：江苏省高等教育教学改革研究课题“教学学术视角下高校教师教学能力提升研究”(2021JSJG268)。

摘　　要：教学评价是由对“教”的评价和对“学”的评价构成的整体。高校教学评价的指标、机构设置以及方式等方面存在着偏重对“教”的评价而忽视对“学”的评价等情形。重教轻学评价惯习的持续影响、教学管理层追求易操作以及对教学评价功能认知偏差等致使高校教学评价重“教”的评价而轻“学”的评价。通过学习更新教育评价理念、发挥评价制度的引领和保障作用,以及完善师生协同机制等能实现评教和评学的相互促进和相得益彰。Instructional evaluation is a whole composed of the evaluation on both teaching and learning.University instructional evaluation lays more emphasis on teaching than on learning in terms of its evaluation index,establishment of evaluation organization and way of instruction evaluation,which results from the evaluation tradition,the pursuit of operational easiness in management and the cognitive deviation of evaluation function.The mutual promotion of teaching and learning evaluation can be attained by renewing the philosophy of educational evaluation,exerting the guiding and guaranteeing role of the evaluation system and perfecting the collaboration between teachers and students.

关 键 词：高校教学评价 教学评价制度 评教与评学结合 师生协同机制 

分 类 号：G647[文化科学—高等教育学]