Cater To And Self-insurance: An Analysis Of Students' Behavior In The Expansion Of Teaching Score

After going through the development stage of "emphasizing scientific research but neglecting teaching",the status of teaching work in Colleges and universities in China has declined relatively.Now,China is transforming from a big country of higher education to a powerful country of higher education.Talent training is the most important way to take the connotative development path.Students are the direct receivers of education,whose evaluation of teaching can reflect the teaching effect of the classroom more directly.Students' evaluation of teaching plays an important role in the monitoring of teaching quality.The purpose of students' evaluation of teaching is to collect students' feedback information and improve teaching service,which is also helpful for teaching management departments to understand teaching information,master teaching situation and improve decision-making level.However,from the perspective of practice,the evaluation scores of Co llege Teachers in China have expanded,which is reflected in the fact that the evaluation scores are generally on the high side and the differentiation is small,and the evaluation scores have lost their proper symbolic function,which fails to reflect the real teaching level of teachers.The expansion of teaching evaluation score makes it impossible for teachers to know the real teaching situation through "teaching evaluation score",let alone take the teaching evaluation result as the reference for teaching improvement.University managers cannot distinguish the real excellent teachers,which results in the "mixed and balanced" state of teachers in the school.The continuous development of such phenomenon will lead to the damage of university teaching atmosphere and the decline of teaching quality.In the long run,students can't get any learning benefits from it,and students' evaluation of teaching can't play the function of "promoting teaching by evaluation".Students as the main body of teaching evaluation,the expansion of teaching evaluation score is directly caused by students' virtual high evaluation of teaching.Therefore,this study uses qualitative research methods,taking students' teaching evaluation behavior as the starting point,through semi-structured in-depth interviews with students who have virtual high evaluation behavior experience or virtual high evaluation tendency,in order to understand the subjective feelings and psychological changes of this type of students in the process of teaching evaluation,using game theory and situational analysis method to analyze the interview data,and to analyze the virtual high of students This paper attempts to find out the logic behind the students' virtual high evaluation of teaching,and to make so me theoretical explanation of these factors.Students' evaluation of teaching is an extension of the process of "teaching" and "learning".In order to make a logical reasoning of students' evaluation of teaching,we should first start with the teaching process.Before the students evaluate the teaching,the final examination has not been carried out.In the teaching process,the students' greatest interest is to obtain better expected results.The formation of the expected results depends on the difficulty of the assessment standards that the students perceive in the teaching process.The author calls the teaching stage "the difficulty of the perception assessment standards" stage.At this stage,students mainly perceive the difficulty of assessment standards from typical events such as pre class information collection,teacher assessment requirements description,"key points" and teacher's tendency to give scores.At this stage,students can directly or indirectly realize the impact of teaching evaluation on teachers,and produce "Empathy" in the interaction with teachers.In fact,the behavior of students' virtual high evaluation of teaching is inherent in the contradictory evaluation rules.In the interview,the author found that most colleges and universities have mandatory color when organizing students' evaluation of teaching,which makes students have impatient psychology when evaluating teaching.However,in contrast to the compulsory teaching evaluation mode,the school is not rigorous in organizing students' teaching evaluation work,and students' anonymity is not guaranteed,and the evaluation time is usually at the end of the semester before the exam,students are afraid of "real" teaching evaluation based on the fear of anonymity.This kind of lax attitude is also reflected in the unreasonable teaching evaluation index of students,which is not in line with the actual situation of the course.At last,students' behavior of evaluating teaching has not received feedback,and they have not seen the improvement of teachers' teaching ability.All kinds of contradictory rules make students think that evaluating teaching is just going through the field,so they are more perfunctory and cooperative when evaluating teaching.The fierce score competition and contradictory rules of teaching evaluation make students' cognition of teaching evaluation changed,and students' virtual high evaluation behavior is produced under the function of "catering to psychology" and "self-protection instinct".Virtual high evaluation of teaching can not only meet the needs of teachers for evaluation scores,as a feedback to teachers' performance signals,but also hope to get the return of teachers' curriculum scores in return;at the same time,it can complete the tasks of university managers,and protect their own interests from infringement,which can be described as two complete The strategy of its beauty.However,from the perspective of colleges and universities,students' virtual high evaluation of teaching behavior is a bad behavior.If colleges and universities want to reverse the bad situation and improve the authenticity of teaching evaluation,they should break the existing formalized rules,establish the development oriented concept of teaching evaluation,formulate the evaluation indexes that are in line with the actual teaching situation,guide students to establish the correct evaluation consciousness,so as to reduce students' concerns,reduce the generation of virtual high evaluation behavior from the source,so as to inhibit the expansion of evaluation scores and make evaluation scores Retrieve its symbol function.