| 摘要: |
| 评教态度是影响评教结果有效性的关键因素，评教态度的适恰性和稳定性是保证评教过程顺利进行、评教结果真实可信的基本前提。根据态度的定义，学生评教活动中的态度可以分为评教态度和对评教内容或对象的态度两个层面，两者分别影响学生评教的信度和效度，在研究中需要加以区分。在明确概念的基础上，评教态度可以划分为明确态度和模糊态度、肯定态度和否定态度、原有态度和即时态度、内隐态度和外显态度等不同类型，按照评教态度的类型划分群体有利于针对性干预的实施。而针对性干预还需要考虑评教观、群体规范及制度环境等因素的影响。 |
| 关键词: 评教态度 评教观 群体规范 制度环境 |
| DOI： |
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| 基金项目:2020年度浙江警察学院校级教育教学改革项目“高校学生评教主观干扰因素的干预策略研究”（20200104）。 |
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| The Concept, Categories and Key Factors of Student’s Teaching Evaluation Attitude |
| WANG Yinyi |
| (Institute of Marxism, Zhejiang Police College, Hangzhou, Zhejiang 310053) |
| Abstract: |
| The outcomes of teaching evaluation are significantly affected by students’ attitudes. Basically, the properness and stability of students’ attitudes towards teaching evaluation may help to make sure that the process of evaluation is reliable and the outcomes of evaluation are believable. According to the definition of attitude, students’ attitudes towards teaching evaluation can be divided into two aspects, including the attitude towards teaching evaluation and the attitude towards the content of evaluation. These two aspects affect the reliability and validity of students’ evaluation respectively. Therefore, it is necessary to distinguish these two concepts during research. Teaching evaluation attitude can be divided into different types, such as explicit attitude and ambiguity attitude, positive attitude and negative attitude, original attitude and immediate attitude, implicit attitude and explicit attitude, etc. Dividing the students into groups in accordance with the types of attitudes towards teaching evaluation would facilitate the effectiveness of targeted interventions. It is also needed to consider the factors that influence students’ attitude, such as beliefs of evaluation, group norms and institutional environment when designing tailored interventions. |
| Key words: Attitudes towards teaching evaluation Beliefs of evaluation Group norms Institutional environment |
