Research On Performance Evaluation Of University Teachers’Teaching

The university graduates employment situation is not optimistic, in addition to the unreasonable curriculum, disconnect between training programs and the labor market demand, challenging economic situation, the talent training quality of colleges and universities has become the topic of more and more people pay attention to and reflection on, the teacher’s teaching level is the key of the quality level of talent training. Therefore, the teacher’s teaching performance research of university has a very important significance from the perspective of students’ value-added evaluation.First of all, the evaluation of teachers teaching performance in colleges and universities is the basic guarantee of promoting students’ development; the value-added development of students is an important basis for teachers teaching performance evaluation of colleges. In the face of encouraging social competition and labor market’s requirement on college students’ integrated ability, this study divided into the development of college students for the knowledge dimension, capacity dimension and quality dimensions, and from the third definitions of value-added evaluation that the value-added evaluation content should not only include abstract knowledge evaluation,such as the student academic achievement, the professional knowledge, logical thinking, language understanding should also include the training and evaluation of the students practical ability, psychological characteristics, emotional activity, physiological conditions and other characteristics. Starting from the value-added evaluation method, through the value-added evaluation of students’ knowledge,ability, quality to determine positive impact of teaching activities on the students’ value-added in university.Secondly, the evaluation of Chinese college teachers teaching performance mainly exist problems in the following four aspects:the macro problems:lack of value-added evaluation of teachers teaching influence on students; meso aspect: ignore the binding of students’ value added external adaptation assessment and a suitable evaluation; micro aspects:lack of evaluation of students’ knowledge, ability and quality value-added; core problem:the traditional teaching evaluation instrument rationality and the value of the college students’development existing contradictions.Third, this study based on value-added concept using AHP-fuzzy comprehensive evaluation method to build the university teaching performance evaluation system, and an empirical study.Finally, puts forward countermeasures to optimize the university teachers’ teaching performance evaluation. That is used "value-added" as the guide for university teachers teaching performance evaluation; attention teachers professional development and value-added development of students; dynamic standards to improve the effectiveness of the value-added evaluation; value-added evaluation to stick to the combination of qualitative and quantitative; use scientific value-added evaluation method.