美国研究型大学教学同行评议的源流、论争与省思  

Peer Review of Teaching in American Research Universities:Origin,Controversies and Reflections

作　　者：欧阳光华[1] 张悦 OUYANG Guang-hua;ZHANG Yue(School of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《高等教育研究》2024年第5期101-109,共9页Journal of Higher Education

基　　金：国家社会科学基金(教育学)一般项目(BDA210080)。

摘　　要：美国研究型大学教学同行评议历经萌芽期、初创期和勃兴期,现已成为大学教师教学评价的重要组成部分,但学界围绕教学同行评议的本质层面、目的层面和操作层面的论争一直不断。基于美国研究型大学教学同行评议发展源流和相关论争的省思,研究型大学教学同行评议应以教学学术为理论指引,形成学术共同体文化;以教师发展为管理基点,孕育良好制度环境;以多学科协作为专业支撑,确保评价有效实施。Peer review of teaching in American research universities has evolved through the stages of emergence,initiation,and flourishing,and it has now become an essential part of faculty teaching evaluation system.Nevertheless,there are quite a few controversies about the essence,purpose,and operational aspects of peer review of teaching.Based on a thor-ough reflection on the development and controversies of peer review of teaching in American research universities,the peer review of teaching in research universities should form the culture of academic community according to scholarship of teaching and learning,nurture a favorable institutional environment based on faculty development,and ensure effective im-plementation of evaluation rely on interdisciplinary collaboration.

关 键 词：美国研究型大学 教学同行评议 教师教学评价 

分 类 号：G649[文化科学—高等教育学]