教育科学 ›› 2020, Vol. 36 ›› Issue (3): 76-84.

• 比较教育研究 • 上一篇    下一篇

德国高校学生评教的演进与特点*——以德累斯顿工业大学为例

吴薇, 袁东恒   

  1. 厦门大学 高等教育发展研究中心,福建 厦门 361005
  • 收稿日期:2019-12-04 出版日期:2020-05-15 发布日期:2020-08-12
  • 作者简介:吴薇(1982-),女,福建厦门人,厦门大学高等教育发展研究中心教授,硕士生导师,博士,主要从事比较高等教育研究;|袁东恒(1995-),男,河南周口人,厦门大学教育研究院硕士生,主要从事比较高等教育研究。
  • 基金资助:
    * 国家人文社会科学重点研究基地重大课题“我国高等教育内涵式发展和质量建设的理论与实践研究”(17JJD88009)

Evolution and Characteristics of Student Evaluation of Teaching in German Universities: Taking Dresden University of Technology as an Example

Wu Wei, Yuan Dongheng   

  1. Center for Higher Eudcation Development Research, Xiamen University, Xiamen Fujian 361005, China
  • Received:2019-12-04 Online:2020-05-15 Published:2020-08-12

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摘要：

面对高等教育内外部影响因素的挑战,德国高校于20世纪90年代中期开始实施学生评教,至今已经历了起步阶段、发展阶段、制度化阶段。尽管学界对学生评教争议不断,但争议推动了学生评教研究和实践的发展。德累斯顿工业大学是德国较早实施学生评教的高校之一。经过二十多年的发展,德累斯顿工业大学学生评教形成了质量为本、因课施评、依人数选方式、及时反馈等特点,有效保障了德累斯顿工业大学的教学质量。以德累斯顿工业大学为代表的德国高校学生评教的实践启示我国高校在实施学生评教过程中应重视多元主体参与、区分课程类型、强调过程结果并重。

关键词: 德国, 学生评教, 德累斯顿工业大学

Abstract:

Under the internal and external influence of the rapid changes, German universities have began to implement student evaluation of teaching in the mid-1990s. They have experienced the initial stage, development stage, and institutionalization stage until now. Although there are some controversies about student evaluation of teaching all the time, these controversies also promoted the development of students’ evaluation of teaching research and practice. Dresden University of Technology is one of the earliest universities in Germany to implement student evaluation of teaching. After more than 20 years of development, its student evaluation of teaching has formed the characteristics of quality-based, course-based assessment, select the method by the number of people, and timely feedback, which effectively guarantees the quality of teaching in Dresden University of Technology. The practice of German university student evaluation of teaching represented by Dresden University of Technology has enlightenment China’s universities should attach importance to the participation of multiple bodies, distinguish between curriculum type, and emphasize the importance of the results and the process.

Key words: Germany, student evaluation of teaching, Dresden University of Technology

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