The Teacher-Student Relationship In The Course Assessment Of Undergraduate Education In China

As an important part of the evaluation of college teaching quality,the assessment of undergraduate course performance is not only closely related to the vital interests of majority of students,but also affects the interaction and relationship between teachers and students to some extent.In reality,the course grading of undergraduates involves many factors,such as subject category,course type,class size,teaching style and student quality,etc.It has become a long-term and multi-dimensional process which starts from the opening of the course and classroom teaching to the time after the end of the course.Therefore,although this research topic is slightly microscopic in the vast system of higher education,it has the influence of “ pull one hair and the whole body is affected”.This research mainly adopts the qualitative research method.By collecting the research data through semi-structured in-depth interviews with teachers and students,the research takes the undergraduate course score as the entry point,comprehensively applying the grounded theory and process-event analysis as two major analysis methods.The subjective feelings,mentality changes and game behaviors of teachers and students in the assessment process are outlined and deeply described.In the presentation of the research results,this paper follows the temporal logic of event development and is always rooted in the first-hand data obtained from the field investigation.Finally,a conceptual picture of the relationship between teacher and student in the undergraduate course grading is formed.Meanwhile,behavioral logic and decision-making methods from teachers and students are explained in detail.The relationship between teacher and student in course assessment of undergraduate education can be roughly divided into two stages.In the first stage,both teachers and students cannot accurately predict whether they will play a positive game with each other in the next stage.Therefore,they will accumulate gaming chips as much as possible in the whole teaching process.In the second stage,the main form of expression is the “bargaining” between teachers and students on course scores.In different situations,there may be coincidences of time between the two phases.Judging from the internal relationship between teachers and students,the formation of this sort of special interaction between teacher and student is the result of the severe lack of effective interaction between these two groups.From the analysis of the reform trend of the course grading mechanism,it may cause some negative effects in the real world,though the diversity of the evaluation form and the autonomy of the grading subject have been improved.From the overall perspective,the generation of this special relationship between teachers and students is closely related to the broad environment.When formulating and implementing educational policies,some universities have adapted to the wave of commercialization,and this trend has been strengthened to some extent in recent decades.The utilitarianization and instrumental rationality contained in teachers' and students' action are reflected in the whole process.