|
| 教师群体对学生评教之认知分歧及其调适 |
| Cognitive Disagreements of Teachers on the Student′s Evaluation and its Adjustment |
| 投稿时间：2018-09-12 |
| DOI：10.16018/j.cnki.cn32-1499/c.201804021 |
| 中文关键词: 学生评教 认知调适 教师发展 |
| 英文关键词: students′ evaluation cognitive adjustment teachers′ development |
| 基金项目:江苏省卫计委课题(JCH201503) |
|
| 摘要点击次数: 4493 |
| 全文下载次数: 3735 |
| 中文摘要: |
| 学生评教结果应用的放大或者说行政化，导致一部分教师在认知上的分歧，也有悖开展学生评教的初衷。只有重新认识学生评教的意义，改进评价体系和方法，合理运用学生评教的结果，才能有效调适这些认知分歧，发挥其促进教师发展的积极作用。 |
| 英文摘要: |
| Cognitive disagreements of some teachers come from the exaggerate application of the students′ evaluation or its administerization, which is contrary to the original intention. In order to resolve the disagreements and play a role of promoting teachers′ development, the significance of the students′ evaluation should be recognized, the evaluation system and method should be improved, and the results of the evaluation should be applicated reasonable. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |