Constructing a Statistical System for Curriculum Teaching Evaluation Oriented to Teacher-Student Recognition Relationship via the Pressure-State-Response Framework

DOI

10.2991/978-94-6239-733-0_35How to use a DOI?

Keywords

Recognition Theory; Teacher-Student Recognition Relationship; Curriculum Teaching Evaluation; Statistical System; Pressure-State-Response

Abstract

The teacher-student recognition relationship is an inherent requirement of high-quality education development and a key carrier to achieve the unity of affective recognition, rights recognition, and social recognition. At present, college curriculum teaching evaluation is generally featured by emphasizing outcomes over process, knowledge over relationship, and uniformity over difference, which lacks systematic observation and statistical measurement of teacher-student recognition relationship. Based on the OECD Pressure-State-Response (PSR) framework, this paper deconstructs the teacher-student recognition relationship into three core modules: affective recognition, rights recognition, and social recognition. Following the principle of “primary attribution + functional positioning” to clarify dimension boundaries and mark associated indicators, statistical, monitorable and comparable indicators for curriculum teaching evaluation are designed from the three dimensions of pressure, state and response respectively, distinguishing core indicators and extended indicators for different institutional conditions, forming a complete statistical system and clarifying the statistical survey system and implementation methods. A four-in-one survey system with clear collection frequency and responsible units is constructed, and a “pressure–state–response–feedback” closed-loop flowchart is designed to enhance logical intuitiveness. This study can provide quantitative tools and practical references for colleges and universities to improve classroom teaching quality, build equal and respectful teacher-student relationships, and optimize the teaching quality assurance system.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Bing Liu
PY  - 2026
DA  - 2026/07/17
TI  - Constructing a Statistical System for Curriculum Teaching Evaluation Oriented to Teacher-Student Recognition Relationship via the Pressure-State-Response Framework
BT  - Proceedings of the 6th International Conference on Internet, Education and Information Technology (IEIT 2026)
PB  - Atlantis Press
SP  - 335
EP  - 344
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-733-0_35
DO  - 10.2991/978-94-6239-733-0_35
ID  - Liu2026
ER  -