Research On The Alienation Representation And Value Regression Of College Student’s Teaching Evaluation

Student evaluation of teaching is an important part of the teaching quality assurance system of colleges and universities,which is responsible for promoting the improvement of teachers’ teaching,protecting students’ learning interests and improving the quality of personnel training.With the organization and implementation of higher education quality assessment by the Ministry of Education,the teaching evaluation of college students has been carried out almost simultaneously.Behind this prosperous movement,some alarming phenomena are quietly emerging: the instrumental value of teaching evaluation results makes teaching management departments have to "evaluate for evaluation",teachers have to "teach for evaluation",and students have to "evaluate teaching for evaluation";The operation of teaching evaluation is mainly controlled by administrative departments,which ignores the subjectivity and initiative of teachers and students in teaching evaluation.The indicators of teaching evaluation are often those superficial,formal,easy to operate,difficult to understand the representational goals,but ignore the intrinsic achievement motivation,personality,emotion and other value goals of teachers and students.The form of teaching evaluation mainly adopts terminal evaluation,aiming at reward and punishment and qualitative evaluation,and pays less attention to teachers’ professional development and students’ learning progress,which leads to disorderly competition and spawds moral hazard.Evaluation function is lack of guidance and incentive;Teaching evaluation methods overemphasize quantification and lack qualitative analysis.The appearance of the above chaos of students’ evaluation of teaching in colleges and universities implies the shift of students’ evaluation of teaching--evaluation of teaching has gradually shifted from the existence of tools to the existence of values,from "weapon of criticism" to "weapon criticism",and its tendency of "heterogenization" and "objectification" has been very obvious.Based on the definition and sorting of alienation theory,following the path dependence of concept definition "downward",the "alienation of teaching evaluation of college students" is positioned as the situational product of its upper concept "alienation of teaching evaluation" in a specific stage of education(higher education stage).Based on the research perspective of system(organization)alienation and human(individual)alienation,this paper focuses on the representation of alienation in teaching evaluation of college students,determines the conceptual framework,research questions and research content,and formulates the outline of teaching evaluation interview of college students.The literature research method and interview method were used to carry out the investigation and research on teaching evaluation of college students,and 33 undergraduates and 11 teachers from 2 colleges and universities in Zhenjiang City were interviewed.Based on the concept extraction,classification determination and coding analysis of the interview data,a model of "alienation elements category of college students’ teaching evaluation" is constructed,and the alienation category of college students’ teaching evaluation includes five dimensions: right relationship,operation process,result application,index system and value orientation.Based on the above theoretical carding and interview results,this paper analyzes the alienation of current college students’ teaching evaluation.First,the right relationship of students’ teaching evaluation subject--opposition and conflict.The economic rationality of the organization is in conflict with the limited rationality of the members.As stakeholders of teaching evaluation,students,teachers and managers will engage in a variety of explicit or implicit contests in order to obtain more benefits for themselves.Second,the implementation process of student evaluation teaching--failure and hidden worries.Information barriers make teachers and students look estranged from each other in the information exchange of teaching evaluation.In addition,the administrators of colleges and universities take numerous coercive measures as "weights",so that the process of teaching evaluation is dissimilated from students’ active behavior based on subject needs to "stylized control" under the management technology route.Third,the application of students’ teaching evaluation results--disappointment and gap.The function of "college students’ teaching evaluation-teachers’ teaching improvement-students’ academic progress" should be played successively to form a closed-circuit system,but in fact,each part seems to be separated from each other and even go in separate directions.The teaching reflection and guidance function of teaching result evaluation disappeared and became a one-way information collection process and a rigid staff reward and punishment mechanism.Fourth,student evaluation index system--sharing and misunderstanding.There are some problems in the system construction of teaching evaluation index of college students,such as strengthening quantitative,weakening qualitative,attaching importance to data presentation,ignoring viewpoint expression,attaching importance to consistency standard and ignoring characteristic development.Fifth,the value orientation of students’ teaching evaluation--fuzzy and passive.Teachers and students,as important participants in teaching evaluation,sometimes can hardly see their "presence" proof and interest showing.Teachers and students in teaching evaluation are in a situation where the right of discourse is left out,and the positioning of student teaching evaluation has changed from a platform for teachers and students to a tool for job assessment and personnel management.In view of the above problems,this study provides a path choice for the regression of the value of teaching evaluation of college students: first,balance the right relationship between the subjects of teaching evaluation.We should face up to the legitimate needs of stakeholders as bounded rational people,and take meeting the needs as incentive to mobilize their enthusiasm in teaching evaluation;At the same time,supplemented by perfect system design,the establishment of "sword contract",supervision of the "player" behavior choice,realize the positive sum game of the three parties.Second,strictly implement the evaluation teaching operation process.Based on the current problems in the implementation,the operation process of teaching evaluation should be improved from the aspects of standardizing the organizational process,unimpeded information exchange,ensuring access and strictly permitting.Thirdly,scientific treatment and application of teaching evaluation results.To deal with the democratic feedback and fair application of the evaluation results of teaching,so that the "use" of the evaluation results of teaching in the same time and space,become a multi-subject integration of value judgment of the appropriate carrier,become an important point of value co-creation between teachers and students.Fourth,improve the evaluation of teaching index system construction.The design and management of student evaluation index system should expand the space of qualitative evaluation,absorb the democratic participation of multiple subjects of students,teachers and alumni,and reflect the differences of school types,disciplines and courses.Fifth,return to the true value of students’ evaluation of teaching.The permanent value of college students’ evaluation of teaching is to promote the development of education and human,and the value orientation is to conform to the law of education and obey human nature.Establish the people-oriented subjective evaluation of teaching,so that the evaluation of teaching work become the reflection of the will of teachers and students,and become the practice of demonstrating the value of education.