第二部分：分析了目前高校学生评教存在的问题及原因。
Part two: It analyzes the problems and reasons existing in present students'evaluation on teaching effect.
这使学生评教的有效性问题具有了发展性、建构性、对话性等特点。
It gives the issue of effectiveness such features as expansible, constructive and negotiable.
大学生评教的客观度是确立将教学评价的主导权归还给大学生的关键。
The objectivity of undergraduate teaching evaluation is the key to return the power of teaching evaluation to students.
迄今为止，学生评教已经被广泛的运用到大学和中学教师教学的评价中。
So far, it has been widely applied to the evaluation both in university and middle school.
高校教学评估通常采取教师自评、同行评议、领导和专家评估、学生评价等多种方法结合进行。
Teaching appraisal is usually taken by teacher oneself, by colleagues, leaders and experts, also by students.
高校学生评教冲突的产生有结构性、认识性和组织性原因，它既可能发挥建设性作用，也可能产生破坏性影响。
Conflicts in college students' evaluation for teachers, owing to the causes in structure, perception and organization, can be both constructive and destructive.
课堂教学质量评价指标体系包括学生评教指标体系、同行教师评价指标体系，专家组评教指标体系和教师自评体系。
Class teaching quality evaluation system includes the students' teaching evaluation index system, peer teacher evaluation index system, expert evaluation index system and self-evaluation index system.
并对当前学生评教的具体操作方法进行了比较、分析，肯定了等级制的可行性，同时也针对学生评教的缺点提出了改进的措施。
I ve affirmed the feasibility of grading system and put forward some improving measures to the flaws of the students 'assessment of teaching.
当前，学生评教已成为社会各界及高等学校实践和理论研究的热点课题，学生评教的有效性更是成为各高等学校追求的现实目标。
At present, teaching evaluation has become a hot topic of people from all circles of life and institutions of higher learning in practice and theoretical research.
方法以整群抽样的方法，采用人格障碍的自评筛查工具（PDQ-4+）调查哈尔滨市5所高等学校的2228名大学生。
Methods:By means of cluster sampling, 2228 students from 5 college in Harbin City were investigated by personality diagnoslic questionnaire-revised, PDQ-4 + .
方法：采用简式倦怠量表、生活事件问卷、一般健康问卷和自评抑郁量表对270名大学生进行施测。
Methods: 270 college students were test with the Burnout Measure (Short version), Life Events Scale, General Health Questionnaire and Self-Rating Depression Scale.
进行教学作文评价时应遵循赏识鼓励原则、分层施评原则、分数与评语相分离原则以及学生主体原则；
When making teaching composition judgment, teachers should follow such principles as appreciation, classification, the separation between marks and comments, as well as student-orientation.
方法采用“总体幸福感量表”、“自评抑郁量表”和“社会支持评定量表”对348名师范大学生进行了问卷调查。
Methods General Well-being Schedule, Self-rating Depression scale and SSRS (social support rating scale) were used in 348 Normal college students.
方法采用大学生人格健康调查表和社会支持评对1701名大学新生进行测查。
Methods 1701 new college students were tested with UPI (University Personality Inventory) and Social Support Scale.
大学生对足球运动的理解，不只限于看球和评球，更多的是体现在参与意识上。
University students′ understanding of football game is only not within the range of watching and remarking. What is more important is their sense of participation.
有七成五的人曾实施教学成效评值，最常采行的评值方法是观察学生上课情形及统计参与人数。
Seventy-five percent performed evaluation of teaching effectiveness; the most common method for evaluation was observing pupils in classes and recording the number of participants.
在合肥市2481名初一年级至高三年级在校中学生中进行心理复原力自评预试。
The self-rating scale of psychological resilience scale which including 28 items was pretested among 2481 students.
在合肥市2481名初一年级至高三年级在校中学生中进行心理复原力自评预试。
The self-rating scale of psychological resilience scale which including 28 items was pretested among 2481 students.
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