At present,Chinese universities have stepped into an important stage of quality improvement,strengthening teaching construction has become the top priority of quality promotion in universities.Teaching evaluation is the key to the management of teaching in universities and to understand the teaching effect of teachers.In order to guarantee the quality of education,Chinese universities have carried out relatively effective teaching evaluation of teachers,but there are still some improvements to be made,for example,the function of evaluation in promoting teachers’ development has not been fully developed.The teaching evaluation of teachers in American colleges and universities tends to be perfect in the long-term practice,absorbing the effective experience will be helpful to improve the teaching evaluation of Chinese universities.This paper analyzes the teaching evaluation of American university teachers by means of literature research,case study method and comparative research.Based on exploring the development motivation and history of teachers’ teaching evaluation,this paper selects the University of California--Berkeley and Cornell University to analyze the policy basis,subject,content,method,evaluation index and the application of results of teaching evaluation.From the six dimensions of teacher’s teaching evaluation,this paper explores the characteristics of teacher evaluation in American colleges and universities.Combining with the specific reality of China,it puts forward some suggestions for teaching evaluation in Chinese universities: paying attention to the improvement function of formative evaluation,comprehensive application of multiple evaluation methods,focusing on the feedback of evaluation results,attaching importance to the comprehensiveness of evaluation contents and the combination of the unity and flexibility of evaluation indexes. |