当下高校教学质量的保障与提升成为高等教育改革的重点，高校学生评教作为高校教学评价和教育质量保证体系的重要组成部分，被越来越多的主体关注和重视。

为分析高校学生评教理想和现实的差距，探究利益相关者群体对学生评教的态度和行为差异，本研究通过问卷调查法对利益相关者进行调查。在研究工具方面，本研究从学生评教的功能定位、内容指标、方法实施和反馈应用四个维度设计高校学生评教的态度问卷。在研究对象方面，研究的被试是来自A大学的高校学生评教的利益相关群体，主要指本科生和教师。本次调查共收集到205份学生问卷和43教师问卷。研究的主要发现有：

（1）教师赞同教学改进论的功能定位，承认学生评教的积极功能；部分教师对教师工作能力外的一些因素被纳入学生评教的指标中的合理性和必要性并不完全赞成；同时也认为学生会存在不经思考胡乱填答的情况；并不主张将所有的评教结果向本校的学生和教师公开。

（2）学生普遍认为学生评教实际上发挥的作用不大；评教量表存在冗长繁琐的情况；同时认为系统操作难度大，对评教的匿名性存疑；并希望公开所有评教结果。

（3）通过差异分析得出：教师的年龄、教龄、授课类型会对教师态度产生影响，学生性别、年级也会影响学生看待高校学生评教的态度。而学生与教师在看待学生评教问题的态度上存在显著的差异。

由此可知，理想中的学生评教与当前现实层面的学生评教制度和实施具有较大的落差，通过利益相关者理论挖掘其背后原因可归纳为两点：多元主体的利益诉求冲突以及制度体系简明性和完善性难以兼得。本研究从优化高校学生评教的制度的设计和实施与构建多元利益共同体，促进利益相关者利益融合两个方面提出改进意见，从而缩小高校学生评教在理想和现实间的差距，促进高校学生评教更好地建设和发展。

At present, the guarantee and improvement of teaching quality in colleges and universities have become the focus of higher education reform. As an important part of the teaching evaluation and education quality assurance system of colleges and universities, student evaluation of teaching in colleges and universities has been paid attention and value by more and more subjects.

In order to analyze the gap between the ideal and reality of college students' evaluation of teaching, and to explore the attitudes and behavior differences of stakeholder groups towards students' evaluation of teaching, this study uses a questionnaire survey method to investigate stakeholders. In terms of research tools, this study designs the attitude questionnaire of college students' evaluation of teaching from four dimensions: the functional positioning of students' evaluation of teaching, content indicators, method implementation and feedback application. In terms of the research objects, the subjects of the study are the stakeholder groups from University A's college students evaluating teaching, mainly undergraduates and teachers. A total of 205 student questionnaires and 43 teacher questionnaires were collected in this survey. The main findings of the research are:

(1) Teachers agree with the functional positioning of the teaching improvement theory and recognize the positive function of students' evaluation of teaching; some teachers do not fully agree with the rationality and necessity of factors other than teachers' work ability being included in the indicators of student evaluation; at the same time; It is also believed that the students will fill in the answers without thinking; it is not advisable to disclose all the results of the teaching evaluation to the students and teachers of the school.

(2) Students generally believe that student evaluation of teaching actually plays a small role; the evaluation scale is lengthy and cumbersome; at the same time, they believe that the system is difficult to operate, and they have doubts about the anonymity of teaching evaluation; and hope to disclose all the results of teaching evaluation.

(3) Through the analysis of differences, it is concluded that the teacher's age, teaching age, and type of teaching will affect the attitude of teachers, and the gender and grade of students will also affect students' attitudes towards college students' evaluation of teaching. However, there are significant differences in the attitudes of students and teachers to the evaluation of teaching by students.

It can be seen that there is a big gap between the ideal student evaluation of teaching and the current reality of the system and implementation of student evaluation of teaching. Exploring the reasons behind it through stakeholder theory can be summarized into two points: the conflict of interests of multiple subjects and the system. It is difficult to have both simplicity and completeness of the system. This research proposes improvements from the two aspects of optimizing the design and implementation of the system for evaluating teaching by college students and building a community of multiple interests, and promoting the integration of stakeholders’ interests, so as to narrow the gap between ideal and reality in college students’ evaluation of teaching, and promote college students Teaching evaluation is better constructed and developed.