文献类型：期刊文献

中文题名：“学生评教”有碍大学教师的发展

英文题名：“ SRTE” Counteracting Faculty Development

作者：潘艺林[1]

机构：[1]华东理工大学高教研究所,上海200237

年份：2006

期号：12

起止页码：41

中文期刊名：大学（研究）

外文期刊名：University(Academic)

收录：国家哲学社会科学学术期刊数据库

语种：中文

中文关键词：学生评教;教师发展;教育性质

外文关键词：SRTE; faculty development; nature of education

摘要：学生的意见对教师的专业发展具有一定的参考价值。但当前,学生评教的滥用,致使“学生说了算”竟成为时髦,师生关系遂变得复杂、畸形,教师发展反而因此受挫。首先,评教的结果过多地用于行政决策,教师受到太大的压力,缺乏反思教学的时间和动力;其次,学生对评教活动的不当心理反应,给教师提供了虚假的反馈材料,使教师的反思缺少可靠的内容。美国心理学家波斯纳(G.J.Posner)指出“,教师成长=经验+反思”。据此,单是上述两点,就使学生评教无法给教师成长带来正面影响。因此,端正师生关系,超越学生评教的误区,乃是促进教师发展的当务之急。
Students’opinions are of some values on teacher’s professional development, but nowadays, the misuses ofthe results from SRTE (Student Ratings of Teaching Effectiveness) have made“ students talk”(somewhat like studentconsumerism) popular in more and more schools, which makes teacher-student relationship abnormally complicated andbaffles faculty development in the end. First, student ratings have increasingly been used to assist in personneldecisions. In too many cases, this has become their exclusive purpose, which makes teachers too busy or too pressedto reflect on their work. Secondly, students’ inappropriate reactions on the SRTE often give their teachers’ unrealinformation, from which teachers have no experience to rethinking. According to American psychologist Posner (G.. J.) ,for teachers“, Experience + reflection = teacher development”. If so, the two points mentioned above show that today’s SRTE can bring no positive effect to faculty professional development. And thus, the prior step to help teachers’growth is to take a correct attitude to teacher-student relationship, and to avoid misuse and misinterpretation of theresults from student ratings of instruction.