The Study Of The Gradual Nature Of College Students' Evaluation Of Teaching

In the 1980s,Chinese higher education schools began making experiments on student evaluation of teachers(SETs).Till now,SETs has become a regular evaluation of school’s daily work.This thesis mainly concerns about undergraduates’ evaluation of teaching.Scholars have reached consensus that undergraduates’ evaluation of teaching is beneficial to the heightening of teaching effect,the development of teachers and the improvement of teaching quality in higher education.The functions of undergraduates’ evaluation of teaching have been much valued and widely studied.As the direct object of teaching,students should have a say on the evaluation on the quality of classroom teaching.However,the ignorance of the importance to students and the unquestionable subject position of students in undergraduates’ evaluation of teaching is of frequent occurrence.Inspired by the core idea of subject position of students from America,and its detailed undergraduates’ evaluation of teaching system,this paper defines student-oriented quality on the research level,constructs a complete system with student-oriented quality fully and systematically reflected and offers feasible suggestions to Chinese higher education schools.On the basis of the student-centered idea introduced from abroad,I put forward a hypothesis that undergraduates’ evaluation of teaching in China lacks student-oriented quality and try to conform this hypothesis by research so as to ensure this quality realized in the future system.Student-oriented quality in this paper is defined as facing students,serving students,valuing students,truly reflecting the needs of students and reflecting the real status of students.According to the six principles of higher educational management(directivity,wholeness,democracy,diversity,dynamics and profitability),the student-oriented quality should be fully reflected in the following seven aspects--guiding concept,personnel involved,time,manner,content,feedback and corrective measures.Research on undergraduates’ evaluation of teaching is conducted by random questionnaires and sample interview,based on homemade questionnaires and interview outline.Respondents include 290students and 10teachers.The result shows that the student-oriented quality is not fully reflected in the above seven aspects,which conforms the hypothesis of this thesis.By the analysis of the research,the lack of student-oriented quality is due to the following four reasons.1.The overall process lacks the unquestionable subject position of students,while administrators take full responsibilities.2.During the preparation of undergraduates’evaluation of teaching,students take passive part in it without any self-innovations.3.In actual execution,the evaluation standards in undergraduates’evaluation of teaching are one-sided and separate from the real needs of students.4.After the evaluation process,in terms of corrective measures,students are unaware of the results and gains no benefit from them.In conclusion,so as to ensure the student-oriented quality in the undergraduates’evaluation of teaching of Chinese higher education,and to fulfill the heightening of teaching effect,the development of teachers and the improvement of teaching quality,the effort of all three participants--administrators,teachers and students are indispensably needed.Only when undergraduates’ evaluation of teaching corresponds to the principles of higher educational management(directivity,wholeness,democracy,diversity,dynamics and profitability)can make undergraduates’ evaluation of teaching system a democratic,highly effective and innovative system and can promote the constant development of higher education.To sum up,based on the four reasons mentioned above why undergraduates’ evaluation of teaching lacks student-oriented quality,I offer four suggestions to guarantee student-oriented quality in undergraduates’evaluation of teaching.Firstly,change the opinion by setting the idea of student-centered,ensure participation of students and arouse their initiative,and build up their right consciousness.Secondly,organize special groups of undergraduates’ evaluation of teaching,enrich the forms of teacher evaluation,and use incentive measures instead of compulsory measures to organize undergraduates’ evaluation of teaching.Thirdly,diversify our questionnaires,enhance the communication between teachers and students,and design questionnaires based on graduates.Fourthly,conduct several times of teaching evaluation in each semester,announce the results of each evaluation in necessary ways,and build a open system of rewards and punishment.