【作 者】：
单俊豪， 李笑樱， 闫寒冰
【关 键 词 】：
学生评教； 敏捷理念； 教师测评； 精准测评
【栏 目】：
学科建设与教师发展
【中文摘要】：
学生评教是支持教师专业发展的重要方式，提升学生评教的效果可以为教师提供精准的教学反思素材与改进方向。敏捷理念在教育领域中强调高效响应并满足课堂与学生个性化、差异化需求，能够有效优化传统学生评教的弊端。首先，采用文献分析法梳理了传统学生评教在内容设计与实施方面的问题；其次，从理论层面归纳了敏捷理念在教育领域的定义与应用场域，并基于此提出了敏捷型学生评教这一概念；再次，以学生评教的现实问题为基础，阐述了敏捷型学生评教的创新内涵和特征定位；然后，从特征定位出发提出设计敏捷型评教应遵循工具题项适变、学生视角设问、题项与教师能力要素高度映射以及题项极简四项原则，基于上述设计原则，从准备、设计与实施三个阶段出发提出了敏捷型学生评教的设计与实施步骤；最后，研究认为，学生评教水平、教师数据素养和传统师生关系理念制约了敏捷型学生评教与课堂的深度整合，并从实际问题出发提出了应对之策。
【英文摘要】：
Student evaluation of teaching is an important way to support teachers' professional development. Improving the effectiveness of student evaluation of teaching can provide teachers with accurate materials for reflection and improvement. In education, the agile concept emphasizes efficient response and meets the personalized and differentiated needs of classrooms and students, which can effectively make up for the disadvantages of traditional student evaluation of teaching. Firstly, this study uses literature analysis method to sort out the problems of traditional student evaluation in terms of the content design and implementation. Secondly, this study summarizes the definition and application fields of the agile concept in education at the theoretical level, and puts forward the concept of agile student evaluation of teaching. Thirdly, based on the real-life problems of students' evaluation of teaching, this study expounds the innovative connotation and characteristic orientation of agile students' teaching evaluation. Fourth, starting from the characteristic orientation, this study puts forward four principles for the design of agile evaluation of adaptability of the tool items, student perspective, high mapping of the questions to teachers' competencies, and minimalism of the questions. Based on the above design principles, this study proposes design and implementation strategies of students' evaluation of teaching from three stages: preparation, design and implementation. Finally, this study concludes that the level of students' evaluation, teachers' data literacy and the traditional concept of teacher-student relationship limit the deep integration of agile student evaluation and classroom, and proposes countermeasures to the practical problems.