CAJ | 학술논문

目前，我国大学课程教学评价更多地趋向于基于“绩效责任”的“教学问责”，这种教学评价方法是一种“评定”，其缺陷表现在用常模参数对评价指标进行量化，是静态、孤立、有失评价伦理标准的评价。Stake所主张的以自我导向为出发点，强调评价客体及利害关系人参与，充分分析吸收各方意见，经过讨论推理形成为评价客体及利害关系人服务的替代性经验的回应式评价可以摒弃其局限性，是可应用于某一具体大学、某一具体课程的教学评价。
목전，아국대학과정교학평개경다지추향우기우“적효책임”적“교학문책”，저충교학평개방법시일충“평정”，기결함표현재용상모삼수대평개지표진행양화，시정태、고립、유실평개윤리표준적평개。Stake소주장적이자아도향위출발점，강조평개객체급리해관계인삼여，충분분석흡수각방의견，경과토론추리형성위평개객체급리해관계인복무적체대성경험적회응식평개가이병기기국한성，시가응용우모일구체대학、모일구체과정적교학평개。
At present, the university teaching evaluation in China more and more tend to be based on ＂accountability＂ and ＂educational accountability＂, this kind of teaching method is a kind of ＂evaluation＂, its defects in ordinary mode parameter quantifies the indexes, is static, isolated, loss of evaluation standards of ethics evaluation. Stake claims to self-directed as the starting point, emphasizes the evaluation object and stakeholder participation, filling analysis absorb all opinions, after discussing the reasoning as evaluation object and stakeholder service vicariously experience the responsive evaluation can abandon its limitations. It can be applied to a specific university, a specific curriculum teaching evaluation.