本研究希冀就科目評鑑、教師評鑑（教學構面）、教師升等（教學構面）及獎勵教師教學績優等四者，凸顯大學教師教學評鑑的重要性，並在既有制度與法規透過民主的溝通歷程，研擬兼其理念基礎與實施可行性的大學教師教學評鑑多元化指標。研究者乃以整體理念與實踐經驗為範疇，但聚焦一所國立大學為研究對象，研究方法包括理論探討與文獻剖析、專家諮詢座談、問卷調查，以及公民審議會議等。研究結果分就理想與實踐兩方面論述：就相關理念與國外大學實施情形，若與我國諸多大學的現況相較，其對於教學理念的詮釋較為廣義、教學評鑑的指標與來源較為多元，而且評鑑項目的數量較為豐富，甚值我國參考。其次，為使理想落實大學，乃以問卷調查該所大學教師、學生與校友的意見，並進一步召開該校首次的公民審議會議進行溝通，決議增加些許教師教學評鑑指標以彰顯其多元性：不過，該些指標多被評定為選擇項口而非必備，顯示參與者在現有環境下傾向對現況的微幅調整。本文最後提出若干結論與建議，以供教育界與學界參考。

The purpose of this paper is to construct multi-dimensional indicators for university faculty’s teaching evaluation, including course evaluation, teacher evaluation (teaching dimension), teacher promotion (teaching dimension) and the excellent teaching award to reveal the importance of teaching evaluation indicators and grass-roots communication in higher education. Research methods include literature review, symposia, questionnaire and a meeting of citizen deliberation. After a close comparison between several universities abroad and certain universities in Taiwan, it was found that the former had a broader definition of teaching, more pluralistic indicators and sources of teaching evaluation, and more diversified items of evaluation than the latter. A national university in Taiwan was chosen as a case study for the feasibility of the practice of foreign universities. Based on a questionnaire of the university’s students, faculty, and alumni, and a following meeting of citizen deliberation, it was found that respondents to the questionnaire all opted for a slight revision of the current teaching evaluation system of the university. They recommended that more indicators of teaching evaluation should be used though they considered most of the added indicators to be optional instead of obligatory. Several conclusions were made and several recommendations were proposed to educators and academia for reference.