【摘要】 针对现阶段高校教师教学质量评价存在的评价主体单一、指标趋同、结果应用弱等难题，探索构建由“学生、同行教师、校外专家、督导(领导)”等多元主体参与的教师教学评价体系，根据OBE教育理念分类制定理论课、实践课、体育课等不同类型课程的评价指标，运用信息化手段加强过程性评价，以学生为中心评价教师教学效果，形成“评价、反馈、改进”相结合的长效机制，全面助力教师教学可持续发展。更多还原

【Abstract】 With regards to current problems, such as simplistic evaluation subjects, converging evaluation indexes and weak applications of research results, it is necessary to comprehensively construct a teaching evaluation system with a multiple subject participation, namely, students, peer teachers, outside school experts, and supervisors(leaders). According to OBE education concepts, it is necessary to formulate different course type evaluation indicators, such as theoretical courses, practical courses and physical education courses. Process evaluation to teaching effects should be strengthened through information measures, with students at the evaluation center. It is meant to form a long-term mechanism combining “evaluation, feedback and improvement” into one, so as to comprehensively promote the teachers’ sustainable development of teaching.更多还原