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題 名 | Faculty and Student Attitudes toward Student Ratings of Instruction=臺灣地區師範學院師生對「學生評鑑教師教學」態度之研究 |
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作 者 | 張德勝; | 書刊名 | 花蓮師院學報 |
卷 期 | 11 2000.12[民89.12] |
頁 次 | 頁37-54 |
分類號 | 522.29 |
關鍵詞 | 學生評鑑教師教學; 大學教師評鑑; 大學教學; 師範學院; Student ratings; Faculty evaluation; College teaching; Teachers college; |
語 文 | 英文(English) |
中文摘要 | 本研究主要的目的是探討台灣地區九所師範學院教師與學生對「學生評鑑教師教學」的態度,並進而比較師生對此制度看法的差異性。本研究以八十七學年度第二學期專任教師及在籍的學生為研究對象,共得有效樣本教師部份是456位,學生部份則為954位。研究工具為研究者自編的「師範學院師生對『學生評鑑教師教學』態度調查問卷」。研究結果如下: 教師與學生都同意學校實施「學生評鑑教師教學」制度,但是學生的同意度顯著高於教師的同意度。 學生比教師更同意將評鑑結果用於教師的人事決策及學生選課方面。教師與學生都認為教師的幽默感、科目的難度以及學生對科目的興趣會影響評鑑的結果。 教師認為「學生評鑑教師教學」結果不應該公佈在學校的刊物上;學生則持中立意見。 學生認為教師的等級、學位、性別和擁有國外求學經驗,不會影響評鑑結果;教師則持中立意見。 有關評鑑的實施技術方面,教師和學生都認為所有任課教師都應該接受評鑑。評鑑者則由正在修課的學生擔任。教師評鑑委員會應該負起評鑑工具編製的責任,且評鑑工具應以各系所統一為原則。評鑑的實施則以期末在教室內由班級代表主持為宜。 |
英文摘要 | The purpose of this article was intended to offer a further analysis of the related concepts of parental involvement in their children's school education, including the rationales for and barriers to parental involvement. The author strongly claimed that parents have legal rights to be involved in school activities to protect their children's educational interest. Parental involvement was also considered as a useful way to connect schools with communities, promote school accountability, enhance children's learning, and provide schools with needed resources. The author also suggested that parental involvement area should be extended to all aspects of their children's school life; however, the level of parental involvement might be different, based on parents' background and school context. Several factors were considered as barriers to parental involvement, such as the difference in SES (socio-economic status) between parents and school educators, school educators' concerns about parents' interference with school operation, school's limited institutional autonomy, the bureaucratic nature of school organizations, and the poor function of parents' organization. Strategies for facilitating parental involvement were suggested in the later part of this article, including diversifying the ways of parental involvement, designing parental involvement as the content of teachers' training program, implementing site-based school management policy, establishing home-school partnership, and strengthening the cooperation between schools and parents' organizations. In the final part, the author emphasized the importance of home-school partnership which is characteristic of shared sense of ownership, mutual respect, and equal status on both parts. The author concluded that parental involvement in school education should be considered as an evolving process, rather than a static status. |
本系統中英文摘要資訊取自各篇刊載內容。