美国一流研究型大学教师教学评价中的基本原则——以加州大学系统为例-清华大学教育研究

文章信息/Info

Title:: Principles?of?Teaching?Evaluation?in?American?Top?ResearchUniversity——Take?the?University?of?California?as?theExample

Author(s):: LIU Jun-ying; Institute?of?Higher?Education,?China?University?of?Geosciences

Keywords:: teaching evaluation system; whole process; multiple stakeholder participation; comprehensive consideration; multiple objectives

摘要:: 通过对加州大学《学术人事手册》等重要文本进行分析，发现美国一流研究型大学在对教师的教学评价中遵循四大原则：全程性评价，将教学评价贯穿教师聘任至晋升的全过程；多主体参与，学科专家、学生、教师本人以及系主任都在评价中承担重要职能，保证了评价的专业性和程序公平；全面性考量，在评价中兼顾量化和质性材料，并更加重视质性材料中反映的教师教学投入；多样化意蕴，教学评价旨在达成监督、保障和激励三重目标。只有建立起完善合理、明确细致、富有指导性和激励性的教学评价制度，才能从根本上保证教师投身教学，大学教学文化的建设才不至于沦为空中楼阁。

Abstract:: Through the analysis of key texts such as the University of California's Academic Personnel Manual, it was found that the top U.S. research universities follow four major principles in the evaluation of faculty teaching. Firstly, the teaching evaluation is conducted throughout the whole process from faculty recruitment to promotion. Secondly, multiple stakeholders, such as experts, students, faculty themselves and department chair all participate and play vital roles in the evaluation, which guarantee its professional and procedural justice. Thirdly, it is a comprehensive consideration which takes both quantitative and qualitative materials into account and pays more attention to qualitative information. Fourthly, the evaluation conveys multiple objectives, aiming at supervision, assurance and stimulation at the same time. Only by establishing a sound and reasonable, clear and meticulous, instructive and stimulating teaching evaluation system can we ensure that teachers are committed to teaching and that the teaching culture of universities is not reduced to an empty pavilion.