「學生評鑑教師教學」可能成為一種規訓機制嗎？

Does Student Ratings of Instruction Become a Disciplinary Mechanism?

近年各大學紛紛採用「學生評鑑教師教學」制度以瞭解大學課堂中教與學的品質，使其成為各大學實施教師評鑑的一環。Foucualt曾論及學校是一規訓場域，而「學生評鑑教師教學」是學校例行活動之一。本文想借用Foucault的規訓權力觀點作為思維架構，探討「學生評鑑教師教學」機制中的權力／知識運作。作者利用理論分析與論述方法先瞭解Foucault的權力觀，接著探討Foucault規訓權力觀與重要性，而後探討「學生評鑑教師教學」機制的規訓措施，並以「考查」概念來探討「學生評鑑教師教學」是否成為一種規訓機制，探究學生和教師在這評鑑過程中是否受一連串的制度、規範和標準權力對身體的施行，以提供大學校院實施與檢視學生評鑑教師教學時的另一思考角度。

The 'Student Ratings of Instruction' is a matter of increasing quality between teaching and learning in Higher Education. According to Foucault's opinion, School is a discipline-operating area, and ‘Student Ratings of Instruction' is one of activities in school. The main idea of this article is, therefore, explore the power/knowledge in Student Ratings of Instruction through Foucault's disciplinary power as the thinking framework. By using theory analysis and discourse, the author tries to explore the Foucault's disciplinary power and its significance in student rating of instruction. Secondly, to explores the disciplinary techniques and strategies in student ratings of instruction, and then, to use 'examination', a disciplinary strategy, to analyze if the student ratings of instruction will become a disciplinary mechanism, to analyze if students and teachers will be disciplined in the process of operating the student ratings of instruction. Consequently, the author hopes to provide another thinking for student ratings of instruction in universities.