作　　者： ;

机构地区： 华南师范大学

出　　处： 《湖南第一师范学院学报》 2013年第3期43-48,共6页

摘　　要： 移植入中国的“学生评教”汲取了新的本土文化，以更加丰富多彩的姿态活跃在教育评价的舞台，产生了中小学“学生评教”的新课题。本质上，“学生评教”是学生在学校教育中彰显其价值认识主体地位的途径，也是教师生命优化得以实现的要求，更是教学活动场域中师生关系的一种特殊表征。中小学“学生评教”具有自身的特点：评价内容具综合性、评价程序具简单性、评价结果反馈具伦理性。实施中小学“学生评教”，应把握多元的价值观导向，以整体主义方法论作指导，坚持科学性和实践性相结合的原则，采用目标清晰、公开交流，提供专业支持，尊重主体与价值引导相结合、提高学生评价素养，提高评价信度和效度、探讨科学化评教等策略。 After being introduced into China, ＂Student Evaluation of Teachers＂ has assimilated Chinese culture, which is embodied in the field of educational evaluation in different ways. Meanwhile, it puts forward a new task before us. Essentially, SETs is the way to display the subject status of students, and the requisite to optimize teachers＇ lives, and the token of the student-teacher relationship in the teaching activities. SETs in elementary and secondary schools has its own features as the synthesis of evaluation content, the simplicity of evaluation process and the ethical nature of evaluation outcomes. We should combine scientificalness with practicalness in the form of the holism methodology with value diversity when carrying out SETs. In the meantime, we need to make clear the goal of SETs, to offer professional support, to improve students＇ skill and literacy of evaluation, and to upgrade the reliability and va- lidity of SETs.

关 键 词： 学生评教 中小学“学生评教” 互惠效应 主体性原则 整体主义方法论

分 类 号： [G632.0]

领　　域： []