摘要
目前,我国大学课程教学评价更多地趋向于基于"绩效责任"的"教学问责",这种教学评价方法是一种"评定",其缺陷表现在用常模参数对评价指标进行量化,是静态、孤立、有失评价伦理标准的评价。Stake所主张的以自我导向为出发点,强调评价客体及利害关系人参与,充分分析吸收各方意见,经过讨论推理形成为评价客体及利害关系人服务的替代性经验的回应式评价可以摒弃其局限性,是可应用于某一具体大学、某一具体课程的教学评价。
At present, the university teaching evaluation in China more and more tend to be based on ＂accountability＂ and ＂educational accountability＂, this kind of teaching method is a kind of ＂evaluation＂, its defects in ordinary mode parameter quantifies the indexes, is static, isolated, loss of evaluation standards of ethics evaluation. Stake claims to self-directed as the starting point, emphasizes the evaluation object and stakeholder participation, filling analysis absorb all opinions, after discussing the reasoning as evaluation object and stakeholder service vicariously experience the responsive evaluation can abandon its limitations. It can be applied to a specific university, a specific curriculum teaching evaluation.
出处
《中国高教研究》
CSSCI
北大核心
2013年第3期102-106,共5页
China Higher Education Research
关键词
教学评价
回应式取向
teaching evaluation
orientation response type
