高校教学评教影响因素的师生差异研究

A Study on the Differences between Teachers and Students in the Influencing Factors of Teaching Evaluation in Universities

摘要: 教学评教制度作为高校进行教学评估的重要途径之一，对于促进高校的教学具有实际意义。本文通过问卷调查分别测度教师和学生对相关评教影响因素重要性的认知，比较分析教师和学生对评教影响因素的影响程度认知差异，旨在为教师改进教学提供合理化建议。通过分析问卷数据发现：1) 教师和学生一致认为教学评教受教师授课、教师资历、课程特征、教学手段、教学效果和课业负担六个因素的综合影响；2) 教师与学生对教师授课、教师资历、教学手段、教学效果和课业负担五个影响因素的影响程度认知无明显差异，教师与学生一致认为教师授课是教学评教中最重要的影响因素，而教师资历对教学评教影响最弱；3) 但对课程特征的影响程度，教师与学生的认知有明显差异，学生对课程特征的重视程度超过教师的重视程度；4) 进一步对课程特征分析比较发现，教师与学生对课程性质、课程兴趣度和课程考核影响程度的认知有显著差异，但对课程难易影响程度的认知无显著差异；5) 教师与学生对教学效果和课业负担的影响程度认知排序有所不同，教师认为课业负担影响程度更大，而学生认为教学效果影响程度更大。由此为教师的教学改进提出相应建议。

Abstract: As one of the important ways for colleges and universities to conduct teaching evaluation, the teaching evaluation system has practical significance for promoting teaching in colleges and uni-versities. This paper uses questionnaires to measure teachers’ and students’ cognition of the im-portance of relevant factors affecting teaching evaluation, and compares and analyzes the differ-ences in cognition between teachers and students on the factors affecting teaching evaluation, and aims to provide reasonable suggestions for teachers to improve teaching. Through the analysis of the questionnaire data, it is found as follows. First, teachers and students agree that teaching evaluation is affected by the comprehensive influence of the six factors of teacher’s teaching, teacher qualifications, curriculum characteristics, teaching methods, teaching effect and schoolwork burden. Second, there is no significant difference between teachers and students in perception of the degree of influence of the five influencing factors of teacher qualifications, teaching methods, teaching effects and schoolwork burden. Teachers and students agree that teacher teaching is the most important factor in teaching evaluation, and teacher qualifications have the weakest impact on teaching evaluation. Third, teachers’ and students’ cognitions have obvious differences in the degree of influence on curriculum characteristics, and students’ emphasis on curriculum characteristics exceeds that of teachers. Fourth, further analysis of curriculum characteristics reveals that there is a significant difference between teachers and students in the cognition of the nature of the course, the degree of interest in the course and the degree of influence of the course assessment, but there is no significant difference in the degree of cognition of the degree of influence of the difficulty of the course. Fifth, there is difference between teachers and students in the cognitive ranking of the degree of influence on the teaching effect and the burden. Teachers believe that the burden of schoolwork has a greater impact, while students believe that the effect of teaching has a greater impact. Therefore, corresponding suggestions are made for teachers’ teaching improvement.