A Research On The Decision-making Mechanism Of Teaching Peer Review In Local Universities

The college teaching evaluation system is an activity of value judgment in the teaching process of teachers,which supervises,diagnoses,promotes and promotes the teaching of teachers,so as to ensure that the teaching of teachers is consistent with the training objectives of colleges and universities.In the completion system,which is composed of student evaluation,peer evaluation,supervision evaluation and leadership evaluation,peer evaluation is relatively empty and its evaluation results are not highly credible.Under the institutional environment of local colleges and universities,what restricts the effect of teaching peer review,and what is the cognitive basis and decision-making motivation of teachers' behavior when conducting teaching peer review,these questions need to be clarified through careful investigation.Through field observation and in-depth interviews with 17 teachers,qualitative research method was used to explore the decision-making mechanism and influencing factors of teaching peer review in local colleges and universities.On the basis of a simple review of the development process and form of teaching peer review,from the perspective of the core stakeholders such as the local college organizers and administrators,evaluation experts and peer teachers,the author focuses on the selection orientation,collusion and negotiation behavior of each stakeholder in the decision-making mechanism of teaching peer review.It is found that organizations,disciplines and individuals have multiple influences on the decisionmaking mechanism of teaching peer review.First,the task completion logic and performance management at the organizational level lead to the perfunctory or even complicity behavior of primary teaching organizations and individuals in performing the task of teaching evaluation.Secondly,the teaching position is lower than that of scientific research due to the change of knowledge production mode and knowledge commercialization.Third,peer teachers are influenced by social network and personal cognition to adopt different decision-making behaviors.Based on the above analysis,this paper proposes that teaching peer review should not only follow the logic of university management,but also be based on teaching development and teachers' understanding.At the same time,in order to optimize the decision-making mechanism of teaching peer review in local colleges and universities,we should improve the system construction of teaching peer review,improve the selection criteria of teaching peer review experts and create a cooperative teacher culture of "harmony without uniformity".