The Research On Peer Review Of Teachers' Teaching In American Colleges And Universities

The primary task of college teachers is teaching,and teaching evaluation is an effective way to judge teaching results.Teaching evaluation plays an important role in improving teaching quality and teachers' professional development.Therefore,many colleges and universities have carried out a variety of teacher evaluation activities.In recent years,in the field of university teacher evaluation,the application of teaching peer review has become more and more widespread and has received increasing attention from people.At present,it is the United States that the teaching peer review of colleges and universities is relatively successful.The United States has emerged from the teaching peer review in the 1970 s.The peer review of education has formed a relatively complete system and plays an important role in American university teacher appraisal..Therefore,this study takes the development process and practical application of American college teachers' teaching peer review as the main research object.Based on this,it draws lessons from its strengths in order to improve the peer evaluation of university teacher teaching in China.American college teachers' teaching peer review has emerged since the 20 th century and has gone through three stages,namely the budding period before the 1980 s,the development period of the 1980s-1994,and the maturity of the American college teachers after 1994.The mode,method and implementation process of teaching peer review have their own characteristics.In the aspect of model,there are mainly the patterns of paying attention to the content of curriculum knowledge,the mode of focusing on classroom teaching practice,the mode of focusing on students' learning effects,and the four modes of Gosling's teaching peer observation mode.In terms of methods,there are mainly peer classroom observations,peer written evaluations,and peer review of curriculum materials.Different schools will use different methods according to the purpose of the review,or they may combine several methods to use in the implementation process.It is divided into three stages,including preparation evaluation stage,formal implementation stage and summary evaluation stage.The preparatory evaluation stage is mainly to hold pre-observation meetings to understand the situation of the evaluated teachers and evaluate relevant materials;the formal implementation stage is mainly to use peer-to-peer classroom observation methods.Evaluating teacher studies;summarizing the evaluation stage requires forming a written evaluation report on the evaluation results and feeding back the results to the evaluated teachers.The reviewers and the evaluated teachers must also attend the post-observation meeting to discuss the evaluation teachers appearing in the classroom teaching process.The highlights and inadequacies of the teachers were used to improve the teaching ability of the evaluated teachers.In addition,this paper also studies the University of Nebraska-Lincoln as a case study.The evolution of the Peer Review Program at the University of Nebraska-Lincoln,the methods and processes of peer review,and a detailed introduction and analysis of the process.Through the study of this school,we have a deeper and clearer understanding of the development and implementation status of college teachers in the United States.Through the analysis of the status quo of teaching peer review in American colleges and universities,this study summarizes its effectiveness,controversy and characteristics.After peer review in colleges and universities,it was found that it can improve students' academic performance,enhance teachers' professional ability and strengthen the role of teaching community.Although the teaching peer review of university teachers has achieved significant results,there are also some controversies.For example,whether the results of the review are worth high costs,the objectivity of the review is questioned and the result of the review is open.It also found that there were formative and summative differences in the teaching peer review of American college teachers,and the flexible and diverse teaching peer review methods.Combining with the status quo of college teachers' teaching peer review in our country and the advantages of American college teachers' teaching peer review,the evaluation of Chinese college teachers' teaching peers should pay attention to the active participation of teachers,establish a peer review system for the purpose of promoting the professional development of teachers,and make full use of teachers.The results of teaching peer review are used to promote the development of teaching peer review in colleges and universities in China.