Exploring the construction of a teaching evaluation system for college teachers with Chinese characteristics is not only an urgent requirement for empowering the high-quality development of higher education, but also the key to promoting the transformation of college teachers' competence and quality in the new era. From the perspective of sociological institutionalism, China's university teacher teaching evaluation system can be divided into three basic modes: performance-oriented, value-oriented and efficient governance. At present, the reliance on the efficiency mechanism reflects the multiple contradictions such as the lack of subject, misplaced goals and suspension of the spirit of the separation of name and reality. The main causes are the regulatory proliferation of hierarchical organizational structure, the imitative homogeneity caused by the ambiguity of quality standards, and the cultural-cognitive limitation caused by the dependence on career paths. In this context, actively constructing a triadic governance structure with the government, universities and the market as the core, promoting a dual-track evaluation model that parallels humanized and contractualized management, and enhancing a quality culture with the value of teachers' role identity have become the paths of choice for the transformation of the teaching evaluation system of university teachers.

Authors:
Xiongjie Mei, Xiamen University, China
Guojun Ji, Xiamen University, China

About the Presenter(s)
Mei Xiongjie, Ph.D. Candidate, Graduate School of Education, National Teacher Teaching Development Demonstration Center, Xiamen University

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