| Teaching evaluation in colleges and universities is an activity in which teachers’ teaching quality is judged by the evaluation subjects on the basis of certain ideas and methods.In the actual process,the teaching evaluation of university teaching management function as an important means and tools,by top-down administrative arrangement,teacher development intrinsic demand,external accountability tissue reaction with global experience of the university of diffusion effects,such as to establishment and development of its institutionalization is national,academic and market the product of three forces involved with checks and balances.The teaching evaluation system is composed of students,peers and supervisors.The subjective judgment of students’ evaluation of teaching is strongly colored,the result of quantification is oriented,and the phenomenon of grade inflation is serious.Therefore,the interactive game between teachers and students under the student evaluation system has multiple influences on teachers’ behaviors,which are mainly divided into four types of teacher behavior choices: one is to stick to the bottom line and regard it as an insurmountable moral self-discipline and internal integrity.Second,the helpless compromise,under the multiple pressures the passive choice and exits.Third,the choice of mutual benefit,based on the interests of teachers and students to collude.Four is far away from the evaluation of teaching,choose to dissociate in the academic reputation field.The peer evaluation system has three characteristics: first,the administrative force runs through the whole system;Second,internal teaching experts become the subject of peer evaluation;Third,the evaluation results as evidence and supplement of other evaluation systems.Through the theoretical analysis framework of new institutionalism,this paper explains the institutionalized dilemma of teaching peer evaluation from three levels: rational institutionalism,sociological institutionalism and historical institutionalism.How do teachers evaluate their teaching behavior under the peer evaluation system? First,behavior choice based on relational network;The second is the behavior choice based on reciprocity rule and the third is the behavior choice based on group counterpoint.Supervision appraisal with relative independence,rich teaching experience,the formal appraisal and targeted features,such as limited by performers,teachers,the audience,students,teaching scene and theater to analyze the performance of four elements of teaching teaching supervision influence on teacher’s teaching behavior,teaching supervision into the teaching field force was established after class structure and layout structure and reorganization,teacher’s role and teaching scripts are affected by different degree: one is action region contact displacement between teachers and students;Second,teachers pay more attention to explicit expression in their performances.Thirdly,the role of teachers is decomposed and reconstructed.In the process of evaluation,teachers and grassroots organizations are more superior in the implementation of the assessment tasks of common phenomenon,is the behavior system unify and executing flexibility,teaching the punishment strength and target substitution,rational organization system and basic relations between human feeling,and,as a result of the paradox between and from the information control and shield behavior,sharing common sense and identity,human relationship and power field three aspects elaborated the multivariate evaluation of collusion.By sorting out the influence of various evaluation systems on teachers’ behavior choice,teachers in multiple systems and organizational environments are affected by the interaction of national logic,bureaucratic logic,cost logic,ethical logic and academic logic,and the multiple logical function model of teaching evaluation system on teachers’ behavior choice is constructed.On the basis of summarizing the influence of teachers’ behavior on teachers’ behavior,this paper proposes to establish a linkage mechanism to coordinate interest conflicts;to promote consensus building and foster an institutional environment;to promote institutional innovation,break through the three aspects of habitus hindrance and reconstruct the teaching evaluation system based on teacher development. |
