摘要
本研究采用自编问卷对苏州科技学院的1 000名学生及400名教师进行了调查,以考察他们在学生评教诸多问题上的认知性差异与冲突.经过对两个样本在各个项目上的均值差异显著性检验,结果表明:师生之间存在着价值性与程序性两类认知性冲突,且在价值性认知冲突上表现出根本性的分歧,而在程序性认知冲突上表现出较高的相容性.
This study conducts a survey of 1 000 students and 400 teachers in regards to cognitive differences and conflicts existing in college students' evaluating teaching.By t-testing the statistically significant differences of all the mean values,the results show that two kinds of cognitive conflicts exist between teachers and students in terms of values and procedures and more essential differences exist in cognitive conflicts of values.However,comparative compatibility is shown in procedural cognitive conflicts.
出处
《河南职业技术师范学院学报（职业教育版）》
2005年第5期9-12,共4页
Journal of Henan Vocation-Technical Teachers College(Vocational Education Edition)
关键词
高校
学生评教
师生
认知性冲突
college
students' evaluating teaching
teachers & students
cognitive conflicts
