人工智能时代大学课堂教学质量评价的困境与突破  

The Dilemma and Solution of University Teaching Evaluation in the Age of Artificial Intelligence

作　　者：朱南香 郭丽君[1] 易佳 ZHU Nanxiang;GUO Lijun;YI Jia(Hunan Agricultural University,Changsha 410128,China)

机构地区：[1]湖南农业大学,湖南长沙410128

出　　处：《中国农业教育》2023年第4期49-56,共8页China Agricultural Education

基　　金：国家社科基金(教育学)“智能时代大学教学生态系统研究”(BIA22062);湖南省社会科学成果评审委员会重大课题“后疫情时代大学生在线学习满意度的影响因素模型建构研究”(XSP21ZDA006)。

摘　　要：教学评价是推动高等教育内涵式发展的基础和核心,人工智能赋能大学课堂教学质量评价,使课堂教学质量评价展现出新的活力,但也滋生出新的问题:评价主体被遮蔽、评价客体被标准化、工具理性作祟、课堂教学质量评价的相关专业人才缺位。对此,提出相应的路径选择:探索个性化评价,推动人机协同评价;采用多元评价,保障评价效果和反馈链;打破工具理性禁锢,回归育人本真;推动专业人才培养,完善评价的技术链。Teaching evaluation is the foundation and key to promoting the connotative development of higher education.Artificial intelligence has empowered the evaluation of classroom teaching quality,making classroom teaching quality evaluation show new vitality,but it has also bred new problems:the evaluation subject is obscured,the evaluation object is over-standardized,the evaluation tools are over-rational,and there is a lack of professionals for classroom teaching quality evaluation.In view of this,this paper puts forward the corresponding path selection:Explore personalized evaluation and promote man-machine collaborative evaluation,inspire multiple evaluations to ensure evaluation effectiveness and feedback chains,break out of the imprisonment of instrumental rationality and return to the true nature of education,promote the training of professional talents and improve the technical chain of evaluation.

关 键 词：人工智能 课堂教学 评价 价值理性 工具理性 

分 类 号：G642[文化科学—高等教育学]