CAJ | 학술논문

目的：通过对学生评教的调查，发现现有评教中的不足，以便改进学生评教工作。方法调查某医学院校787名学生和261名教师，了解学生评教的干扰因素、专家和教师的主动情况、学生对评价如何发挥作用的意见、督导专家反馈情况等内容。统计结果行t检验并对数据进行描述性分析，各项资料用百分比表示。结果教师对学生评教的主动影响较小，221名（84.7%）教师选择“不会因学生评教而放松对学生要求”；有37.0%（291/787）的学生认为督导专家有向其主动了解教师教学情况；有65.9%（519/787）的学生认为教师有主动了解其学习情况。学生认为运用教学评价对教师教学能力的提高帮助大，但评价后缺乏有力指导、课程组对评价意见重视不够、督导专家书面反馈情况不及时会影响到评教工作的开展。结论应提高学生评教积极性，大力推行发展性评价，合理利用学生学业成绩评价，最终使教师评价在提高教学质量中起到更大的作用。
목적：통과대학생평교적조사，발현현유평교중적불족，이편개진학생평교공작。방법조사모의학원교787명학생화261명교사，료해학생평교적간우인소、전가화교사적주동정황、학생대평개여하발휘작용적의견、독도전가반궤정황등내용。통계결과행t검험병대수거진행묘술성분석，각항자료용백분비표시。결과교사대학생평교적주동영향교소，221명（84.7%）교사선택“불회인학생평교이방송대학생요구”；유37.0%（291/787）적학생인위독도전가유향기주동료해교사교학정황；유65.9%（519/787）적학생인위교사유주동료해기학습정황。학생인위운용교학평개대교사교학능력적제고방조대，단평개후결핍유력지도、과정조대평개의견중시불구、독도전가서면반궤정황불급시회영향도평교공작적개전。결론응제고학생평교적겁성，대력추행발전성평개，합리이용학생학업성적평개，최종사교사평개재제고교학질량중기도경대적작용。
Objective To find deficiencies in the existing students' teaching evaluation by in-vestigation and to improve the work in teaching evaluation. Methods Totally 787 students and 261 teachers were investigated by the questionnaire. Contents of questionnaire include interference factors of students' teaching evaluation, experts and teachers' initiatives, students' opinions on how to play the role of evaluation, feedback from experts, etc. Results were analyzed by SPSS 17.0 t test and sta-tistical description. Results Teacher exerted less impact on students' initiative of teaching evaluation and 221(84.7%) teachers said that they would never relax requirements for students because of the evaluation. 37.0%(291/787) students said that experts took the initiative to understand the teaching condition and 65.9%(519/787) students said that teachers took the initiative to understand the study condition. Students thought that teaching evaluation can help improve teachers' teaching ability but lack of powerful guidance after evaluation, insufficient recognition on evaluation opinions and delayed feedback affected the progress of the evaluation work. Conclusions Teaching assessment is very im-portant. Therefore, we should improve the enthusiasm of students in the assessment and make use of student's academic performance rationally in order to make the teaching evaluation play a greater role in improving teaching quality.