Research On Teaching Evaluation Of Teachers In British Research Universities

As an important component of education evaluation,especially under the scientific research-oriented evaluation system,teaching evaluation is gaining more and more attentions,and becoming a hotspot of education research,in accordance with the development of education evaluation reform in the new area.At present,in the research universities,the research-oriented teacher evaluation system enables teachers to devote most energy into scientific research,resulting in teaching as the most basic responsibility of teachers is often in a position of insignificance.Although most research universities have established a teacher teaching evaluation system to balance the relationship between teaching and research,and to encourage teachers to attach importance to teaching and devote themselves to teaching,they have little effect in the actual operation process,so the research universities still need to explore the purpose,subject,content,method and management of teacher teaching evaluation.The research universities in the United Kingdom play a pivotal role in the world’s higher education,the excellent teaching evaluation system and rich teaching quality culture are the keys to maintaining high-quality teaching in British research universities.This study takes the reform of China’s education evaluation in the new era as the background,on stakeholder theory,developmental teaching evaluation theory and teaching academic theory,comprehensively uses the literature research,comparative research,historical research and case study to explore the history of the development of teaching evaluation in British research universities,investigate the main practice of teaching evaluation and the value of teaching evaluation in British research universities,try to provide a commendable inspiration for the improvement and optimization of the teaching evaluation system of teachers in Chinese research universities.By discussing the theories related to teaching evaluation,the research finally determines the developmental teaching evaluation theory and teaching academic theory as the theoretical basis of this research,lays the basic value orientation of the research,and provides theoretical support for sorting out the development context of teacher teaching evaluation in research universities in the UK,analyzing the actual operation of teacher teaching evaluation in research universities in the UK,refining the main ideas of teacher teaching evaluation in research universities in the UK,and providing value mirror for the teaching evaluation of teachers in research universities in China.According to the general context of the development of higher education in the UK,this study divides the historical evolution of teacher teaching evaluation in British research universities into three historical periods: germination,development and maturity,analyzes the macro background of teacher teaching evaluation in each historical period,summarizes the basic characteristics of each historical period,and extracts the connections between each period,so as to reveal the basic law of the transmutation of teacher teaching evaluation in British research universities.Based on the historical development of teacher teaching evaluation in research universities in the UK,this study further analyzes the actual situation of teacher teaching evaluation in research universities in the UK through case studies.Taking the University of Cambridge,University College London and York University as cases,according to the analysis framework constructed by the institute,the actual operation of teacher teaching evaluation in British research universities was analyzed from five dimensions: evaluation purpose,subject,content,method and management,and the actual mode of teacher teaching evaluation in research universities in the United Kingdom was analyzed.Based on the theory of teacher teaching evaluation in research universities,through the historical context and actual operation of teacher teaching evaluation in research universities,the main ideas contained in teacher teaching evaluation in research universities in the UK are extracted,including the coexistence of system and culture,focusing on external stimulation and internal autonomy.Teachers and students take into account,and attach importance to teaching effectiveness and learning experience;Teaching and scientific research at the same time,the pursuit of teaching excellence and scientific research innovation;Management and development coexist,with a focus on administrative and professional development.Drawing on the excellent experience of teacher teaching evaluation of research universities in the UK,combined with China’s national conditions,and aiming at the current situation of teacher teaching evaluation in research universities in China,this study puts forward suggestions for the improvement and optimization of teacher teaching evaluation in research universities in China,including cultivating a teaching quality culture integrated with the evaluation system.Select multiple evaluation subjects that are consistent with the purpose of evaluation;Develop comprehensive evaluation content combined with evaluation standards;Establish a teacher development mechanism that is consistent with the results of evaluation.