上海教育评估研究2025，Vol.14Issue(2)：19-24,6.
大学教师教学同行评议:内涵、意义、困境与方向
Peer Review of University Teacher's Teaching:Connotation,Significance,Predicaments and Paths
摘要
Abstract
At present,there are real predicaments in the peer review of university teacher's teaching,such as the lack of cutting-edge conceptual guidance and core institutional support,absence of professional review management bodies and organizational teams,limited development of evaluation contents and standards as well as blocked implementation of procedures,poor use of evaluation results and lack of supervisory and remedial mechanisms.Based on these,in order to further improve the peer review system,firstly,we should return to the concept of scholarship of teaching,and build an institutional system for teacher's development.Secondly,we should establish a professional teaching review team and play the core function of the teaching development organization.Thirdly,we should develop operational review contents and standards,and alleviate the real-life obstacles in the implementation process.Lastly,we should reshape the evidence-based feedback mechanism and improve the supervisory and remedial channels of peer review.关键词
大学教学/同行评议/教学评价/教学学术Key words
University teaching/Peer review/Teaching evaluation/Scholarship of teaching分类
社会科学引用本文复制引用
叶晓力,秦玉欣..大学教师教学同行评议:内涵、意义、困境与方向[J].上海教育评估研究,2025,14(2):19-24,6.基金项目
国家社会科学基金教育学青年项目"‘非升即走'制度下研究型大学青年教师教学投入的影响因素与作用机制研究"(CIA240280). （CIA240280）
