A Comparative Study On The Evaluation Of Teaching By Students In Chinese And American Universities

It has been more than 20 years since the enrollment of higher education in 1999,and China's higher education has entered a new stage of development.With the continuous increase of students and the continuous expansion of the scale of higher education,the quality of teaching in colleges and universities has become the focus of attention of all parties.In order to ensure the quality of classroom teaching in colleges and universities,and to cultivate high-quality talents with innovative ability,the evaluation of teaching quality in domestic universities is put on the agenda.Teacher self-evaluation,peer evaluation and student evaluation are the important methods for the evaluation of internal teaching quality in colleges and universities.Among them,students' evaluation of teaching is controversial from beginning to end due to the particularity of the evaluation subject,and more and more exposed in practice.The problem,the teacher ' s suspicion,the student ' s discouragement made many people make the sound of “suspending student evaluation.” In view of this,this paper examines the current students' evaluation of teaching based on the perspectives of the most direct stakeholders of students 'evaluation,teachers,students and schools.Through the review of the status quo of Chinese and American students 'evaluation of teaching,from the evaluation index of students,The students 'evaluation process and students' evaluation of teaching feedback are compared in three aspects to find out the crux of domestic students 'evaluation of teaching problems and propose corresponding improvement paths.This paper uses the literature research method,comparative research method and interview method to conduct in-depth research on students' evaluation of teaching,which can be roughly divided into five parts:The first part clarifies the origin of the research questions,through the literature review,sorts out the research results of domestic and foreign students 'evaluation of teaching,defines the core definitionssuch as student evaluation and stakeholders,and discusses the theory of stakeholders in higher education.Applicability issues.The second part takes time as a clue to sort out the historical development stage of domestic and foreign students ' evaluation of teaching.American students' evaluation of teaching starts early and can be roughly divided into four stages: germination,development,heyday and reflection.Although the student evaluation in China started late,it has developed rapidly.It has also undergone a period of germination and rapid development.At present,it is in the third stage to perfect the reform period for the practical problems that students appreciate.The third part includes the analysis of the status quo of students 'evaluation of teaching in China and the United States.It is divided into three dimensions: student evaluation index,student evaluation process and student evaluation feedback.From the teacher group,the student group and the school's three stakeholders.Angle for variance analysis.Through analysis and comparison of students 'questionnaires from many universities and colleges,it can be seen from the interviews of teachers and students in various universities: China's students 'evaluation of teaching presents a high degree of unity,the number of teachers and students is clearly different,and the implementation method is passive.Not paying much attention to the evaluation feedback of the student group,the school is in the position of leader in the evaluation of students;the evaluation of teaching in the United States presents a diversified and humanized trend,and the index system varies from school to school.The number of teachers and students related indicators is quite equal,focusing on the teacher-student exchanges in the implementation process,and there are more detailed requirements for feedback on teaching evaluation.The school plays more role as a server in student evaluation.The fourth part compares the differences between Chinese and American college students ' evaluation of teaching,summarizes the problems existing in the evaluation of college students in China today,and reflectson these issues.In the three parts of evaluation index,actual process and result feedback,there are many problems in the evaluation index,actual process and result feedback of Chinese students.The interval between them is serious,the enthusiasm of teachers and students is low,and some stakeholders have no right to know.The main reasons for these problems and differences are the cultural differences between the United States and the differences in the purpose of evaluation.The cultural differences are manifested in the conflict between the consumerism culture rooted in the United States and the traditional Chinese ethical culture.The difference in the purpose of evaluation is mainly reflected in the single personnel file management of Chinese students 'evaluation of teaching and the evaluation of personnel records and courses of students in the United States.Refer to the difference between the two targets.The last part combines the crux of the evaluation index,implementation process and result feedback,and proposes a corresponding solution path.For the evaluation of teaching indicators,we should first promote the equality of stakeholders,absorb the participation of teachers in the questionnaire indicators,and partially express the indicators in the school.Secondly,in order to implement the evaluation process,expand the channels for students to evaluate teaching,form the supporting organization of the teacher group,and build a communication platform for teachers and students.Finally,for feedback on evaluation,the student group should pay attention to the feedback consciousness,and the teacher group actively cooperates.The school fully overcomes the right to know and understands the feedback system of students.