Nowadays, it has become as common in colleges and universities for students to grade teachers as for teachers to grade students. In some universities students’ rating has even become the only source of information on teaching effectiveness.
This, however, has caused great controversy. Some are in favor of the rating system. They hold that since students attend the teachers’ classes everyday, they should have their opinion about their teachers’ effectiveness. Others, on the contrary, are strongly against it. They believe that there is much more to teaching than what is shown on students’ rating forms. Students should not be expected to judge whether the materials used are up to date or how well the teacher knows about the subject. These judgments require professional knowledge, which is best left for the teachers’ colleagues.
I think students’ rating of their teachers is necessary, but it should be conducted in a way that can really shed meaningful light on teachers’ performance. Instead of rating the teachers’ knowledge on the subject, students should be asked to estimate what they themselves have leaned in a course, and to report on such things as a teacher’s ability to communicate with students, his relationship with students, and his ability to arouse interest in the subject.
如今，它已經(jīng)成為高校學(xué)生特級(jí)教師作為教師年級(jí)學(xué)生為常見。在一些高校學(xué)生的評(píng)價(jià)甚至成為信息教學(xué)成效的來(lái)源。
然而，這引起了極大的爭(zhēng)議。一些贊成的評(píng)級(jí)體系。他們認(rèn)為，由于學(xué)生參加教師班級(jí)的日常，他們應(yīng)該有他們對(duì)自己老師的意見“的有效性。其他人，相反，是堅(jiān)決反對(duì)的。他們認(rèn)為，有更多的教學(xué)比什么是顯示對(duì)學(xué)生的評(píng)價(jià)方式。學(xué)生不應(yīng)期望判斷所用的材料是否是新的或如何做好老師知道這個(gè)話題。這些判斷需要專業(yè)知識(shí)，這是好留給老師的同事。
我覺得學(xué)生的老師的評(píng)價(jià)是必要的，但它應(yīng)該的方式，才能真正擺脫對(duì)教師有意義的光線下進(jìn)行的性能。相反，評(píng)級(jí)教師知識(shí)的題目，學(xué)生應(yīng)要求估計(jì)他們自己也湊近一門課程，并在這樣的事情作為教師的能力與學(xué)生溝通，他與學(xué)生的關(guān)系，以及他的能力報(bào)告喚起對(duì)學(xué)科的興趣。
This, however, has caused great controversy. Some are in favor of the rating system. They hold that since students attend the teachers’ classes everyday, they should have their opinion about their teachers’ effectiveness. Others, on the contrary, are strongly against it. They believe that there is much more to teaching than what is shown on students’ rating forms. Students should not be expected to judge whether the materials used are up to date or how well the teacher knows about the subject. These judgments require professional knowledge, which is best left for the teachers’ colleagues.
I think students’ rating of their teachers is necessary, but it should be conducted in a way that can really shed meaningful light on teachers’ performance. Instead of rating the teachers’ knowledge on the subject, students should be asked to estimate what they themselves have leaned in a course, and to report on such things as a teacher’s ability to communicate with students, his relationship with students, and his ability to arouse interest in the subject.
如今，它已經(jīng)成為高校學(xué)生特級(jí)教師作為教師年級(jí)學(xué)生為常見。在一些高校學(xué)生的評(píng)價(jià)甚至成為信息教學(xué)成效的來(lái)源。
然而，這引起了極大的爭(zhēng)議。一些贊成的評(píng)級(jí)體系。他們認(rèn)為，由于學(xué)生參加教師班級(jí)的日常，他們應(yīng)該有他們對(duì)自己老師的意見“的有效性。其他人，相反，是堅(jiān)決反對(duì)的。他們認(rèn)為，有更多的教學(xué)比什么是顯示對(duì)學(xué)生的評(píng)價(jià)方式。學(xué)生不應(yīng)期望判斷所用的材料是否是新的或如何做好老師知道這個(gè)話題。這些判斷需要專業(yè)知識(shí)，這是好留給老師的同事。
我覺得學(xué)生的老師的評(píng)價(jià)是必要的，但它應(yīng)該的方式，才能真正擺脫對(duì)教師有意義的光線下進(jìn)行的性能。相反，評(píng)級(jí)教師知識(shí)的題目，學(xué)生應(yīng)要求估計(jì)他們自己也湊近一門課程，并在這樣的事情作為教師的能力與學(xué)生溝通，他與學(xué)生的關(guān)系，以及他的能力報(bào)告喚起對(duì)學(xué)科的興趣。