Cultural Analysis Of Student Evaluation Of Teaching

Students' evaluation of teaching is an important subject of educational theory and practice in recent years. The author selects the students'evaluation of teaching taken from a certain education institute as the research object with qualitative research method. The result is that students' evaluation of teaching, which has been adopted by most higher educational institutes, is often used to differentiate teachers'teaching level and classify various grades used as an important standard to reward or punish teachers. This kind of teaching evaluation is not wdcomed by most teachers; students regard it as formalism with a passive and reluctant attitude; what's more, even supervisors cannot help but receive it passively.This article analyses students' evaluation of teaching on four levels. Firstly, the article describes the practical forms of students' attitude which can be observed towards teaching evaluation, including steps, techniques, approaches and disposal of its result and so on. Secondly, the article describes the value conception betrayed unconsciously among students, teachers and supervisors, in other words, from the conception we can see what they think of the value of teaching evaluation. Thirdly, the article analyses the cultures behind various phenomena and the conflicts among them. Fourthly, the article describes the author's idea of putting forward a new system of student's evaluation of teaching. Here are the main research results:1,The current student's evaluation of teaching is passive, inefficient, even deniablefrom its aim.2,If we want to obtain the actual effect when our society and education is changing rapidly, we have to change our ideas of student's evaluation of teaching completely from the surface level—teaching methods, mid-level—education system to deep level—education ideas for establishing and practicing the dynamic idea of teaching evaluation. 3,Attempting to put forward a more perfect system of student's evaluation ofteaching.