根據研究主題，本研究之主要目的有五：一、探討參與95年教育學門評鑑之大學校院實施「教學評鑑」對提升教學品質之方法。二、瞭解參與95年教育學門評鑑之大學校院教師教學品質之現況。三、分析參與95年教育學門評鑑之大學校院提升大學教師教學品質之條件與作法。四、分析不同背景變項的大學教師對於大學評鑑提升教師教學品質意見之差異情形。五、根據研究結果，做成結論，並提出建議，以供行政主管機關、各大學校院及大學教師本身之參考，俾利提升教師教學品質。 為達上述目的，本研究係以問卷調查法為研究方法，並以參與95年教育學門評鑑的大學教師為對象，進行問卷調查研究。期能藉由問卷統計瞭解受訪者在大學評鑑對提升教師教學品質之看法，藉以補強文獻不足之處。最後，本研究綜合文獻探討、問卷調查結果以及研究發現，綜合歸納結論如下： 一、大學評鑑有助於提升教師教學品質。 二、大學教師對大學評鑑四個面向的同意程度有差異性。 三、大學評鑑五面向中，「學生學習」一項，有待教師更為重視。 四、教師所任教的科系、任教學校所在地理環境，對大學評鑑在提 升教師教學品質方面有不同的看法。 五、適時給予教師獎勵，有助於提升大學教師教學品質。 六、成立教師專業發展中心，瞭解教師教學困境，加以促進教師之間的教學交流。 七、教學助理（TA）的培訓及協助，一方面有助於學生的學習品質，另方面亦可提升教師教學效能。 This study mainly aims to explore to inquire the method of raising the university teacher’s teaching quality in the educational program evaluation on 2006. In so doing, the actualities of the university teacher’s teaching quality, the condition and method of improving the university teacher’s teaching quality, and the different opinions in raising teacher’s teaching quality of the university teachers who with distinct backgrounds are analyzed in this study. In order to achieve the above-stated purpose, this study mainly is vis the method of literature review and questionnaire investigation. The main findings of this study include: 1.It can improve teacher''s teaching quality. 2.There are some significant differences in four sections of the educational program evaluation. 3.Among five dimensions of university evaluation, there is one dimension to “Students’ Learning” which people expect that teachers can pay much attention to it. 4.There are different comments of raising teacher’s teaching quality among university teachers with the different subjects and the location. 5.The encouragement to teachers immediately which is helpful to improve teacher’s teaching quality. 6.The Center for Teaching and Development not only realize the teaching plight of teachers but also promote the teacher’s teaching skills and knowledge. 7.The training of Teaching Assistant facilitates students’ learning and raise teacher’s teaching effectiveness.
