The Research Of University Teachers’ Teaching Quality Evaluation Based On The Concept Of Modern Teaching Quality

The popularization of higher education leads the colleges and universities cameinto the community from the sacred "ivory tower", meeting people’s demand forhigher education. However, the rapid expansion of higher education lead to a seriousshortage of teaching resources, and the teaching quality has become the focus ofpublic questioning. Driven by the government documents, China’s university teachers’teaching evaluation research and practice is extensively carried out. This makes ourteaching evaluation has a strong tendency of "managerialism","official position" fromthe beginning, ignoring the attention to the teaching process itself. The fact thatChina’s university teachers’ teaching quality evaluation system lacks a certain degreeof "humanism" in the concept, the subject, the main indicators, the methods andmechanisms, Illustrates the current evaluation practice not only did not play goodmanagement decision-making functions, nor should play the role of promotion anddevelopment in the teachers’ teaching practice.In order to overcome the evaluation and teaching phase separation in the currentevaluation practice, this paper attempts to introduce the teaching quality theory to thestudy and practice of teaching evaluation systematically, making further theoryexplore in improving our university teachers’ teaching evaluation system. This studyuses questionnaires and interviews to analysis of the issues related to China’s teachingquality evaluation of the status quo, describes systematically the concept of teachingquality by the literature review and analysis. Analyzing the basic theory of modernteaching quality, summing up the general requirements on teaching, not only can weprovide a theoretical basis to develop a reasonable teaching quality evaluationpractical system, but also can better promote teachers’ professional development byteaching evaluation, thus to pursuit the value of improving person-training quality.In view of the five major issues in existing teaching quality evaluation model: thebiased awareness, the subject conflict, indicators dispute, the backward methods, aswell as the function missing of mechanism, the study proposes some reform ideas to overcome these problems. First, to clarify the values of the teaching quality evaluation,pointing out that the development of teachers and students is the dominant value,service school management decision-making is protecting of mechanisms. Second, toimprove the subject selection of teaching quality evaluation, stressing the importanceof teacher self-assessment and improving the other subject evaluation. Third, torebuild teaching quality evaluation index system from two aspects of conditionalstandards and process standards. Fourth, to improve the teaching quality evaluationsystem by learning from foreign value-added evaluation, teachers’ teaching portfolioevaluation and other qualitative methods. Fifth, to innovate the management systemof teaching quality evaluation, including set up the dedicated teachers teachingevaluation agencies, and improve the performance evaluation and incentivesmechanism, improved information process and feedback system.