Reflection And Construction Of Teaching Evaluation In University Teachers’ Title Reviewing ——Take The "Teaching-focused" Professor Title Evaluation Conditions As An Example

In recent years,the state has begun to re-recognize the important role of teaching in the development of colleges and universities and the cultivation of talents.It is emphasized that the plan for the development of higher education should always be based on talent training and undergraduate teaching as the root.As the core of the personnel system of university teachers,the evaluation system of job titles of college teachers has a guiding role that cannot be ignored in promoting the development of college teaching and teacher professional development.Against this background,the call for the reform of the evaluation system of professional titles of teachers in colleges and universities for the purpose of improving the teaching quality of colleges and universities has become increasingly high.However,as far as the current status of college teacher title evaluation is concerned,the problem of "emphasizing scientific research and neglecting teaching" is still serious.The most obvious and main one is that the tendency of "research-oriented" is still dominant in the setting of professional title evaluation conditions,and the position of teaching in professional title evaluation conditions needs to be further improved.From this point of view,it is necessary to conduct in-depth research on teaching evaluation in the evaluation of professional titles in colleges and universities.This helps to assist the professional title review work to return to its original position and play its guiding role in guiding teachers to value teaching and promoting the development of college teaching.The scholarship of teaching and learning that Boyer put forward in the early 1990 s in response to the problem of "emphasizing scientific research and neglecting teaching" in the development of higher education in the United States provides a new perspective for research on teaching evaluation in the evaluation of professional titles in universities.In view of this,this research takes the theory of scholarship of teaching and learning as the logical starting point and theoretical basis,and integrate the research methods of literature research,historical research and text analysis to reflect on and construct the teaching evaluation in the evaluation of teacher titles in Chinese universities.First of all,this study explores the background of the theory of scholarship of teaching and learning and the development of its connotation,focusing on the profound impact of scholarship of teaching and learning on the attributes,functions,and characteristics of undergraduate teaching and the significance of the reform of the evaluation system of the professional titles of teachers in colleges and universities based on the theory of scholarship of teaching and learning.In order to explore the "should" state of teaching evaluation in the evaluation of professional titles in colleges and universities under the influence of the theory of scholarship of teaching and learning;Secondly,this study re-stages the development process of China ’s college title system from the perspective of teacher title evaluation conditions,and tries to explore the development characteristics of teaching evaluation conditions from different historical stages of the development of China ’s college title system.At the same time,taking the teaching qualification evaluation conditions of the "teaching-focused" professors in four universities in Wuhan as an example,the text analysis method is used to explore the current status of the reform of teaching evaluation in the evaluation of professional titles in Chinese universities.Summarize the effectiveness and shortcomings of the reform,and conduct attribution analysis of the existing problems to further clarify the reform direction.This research finds that the current teaching evaluation in colleges and universities has the problems of evaluation-oriented bias,evaluation content floating on the surface of teaching behavior,evaluation standards are not prominent,and single evaluation methods.The main reasons for these problems are the current lack of rational understanding of the theory of scholarship of teaching and learning by college teachers and managers,too narrow understanding of the connotation of undergraduate education,lack of accurate positioning of teacher roles,and poor implementation of relevant national title policy.Finally,based on the theory of scholarship of teaching and learning,this study puts forward measures to improve the teaching evaluation in the evaluation of professional titles,which provides a new idea for university administrators to build a teaching evaluation index system.This study believes that teaching evaluation in the evaluation of professional titles in universities should firmly grasp the core position of teaching and establish a correct evaluation orientation.In terms of evaluation content,it is necessary to not only evaluate the teaching effect,but also evaluate the teaching ability of the applicants of professional titles from the entire process of undergraduate teaching in a broad sense;In terms of evaluation criteria,it is necessary to highlight not only disciplinary differences,but also individual teacher differences;In terms of evaluation methods,quantitative evaluation and qualitative evaluation should be combined,and appropriate evaluation methods should be adopted for different evaluation contents.University administrators can design a teaching evaluation index system for applicants of professional titles based on the three functions of undergraduate teaching: imparts knowledge,transforms knowledge and expands knowledge,and take teacher’s teaching implementation ability,teaching reflection ability,teaching authority,teaching creativity ability as the important evaluation content,focus on assessing the applicants’ contributions and achievements in completing the three functions of undergraduate teaching.