自Zadeh(1965)提出模糊集合論，將集合論之二值邏輯擴充至多值邏輯後，使得集合論更為完善，能更精確地描述實際問題之特性。由於教師評鑑的規準建構與測量方法皆深具模糊性，因此有必要針對評鑑問題之模糊特性，選擇適當之模糊理論。本研究以模糊德菲法以整合專家意見以建構評鑑指標，續以模糊層級分析法計算各指標間的相對權重。教師評鑑除考量量化指標外，由於質化指標常以語意詞句(linguistic terms)表達，故採取Chen和Hwang (1992)所提之轉換法將模糊評語集轉換為明確得點值(crisp score)。並利用模糊綜合評估以從事實際教師評鑑之結果分析，其中涉及不同運算算子間的差異比較。 Since Zadeh(1965) proposed the fuzzy sets theorem and further developed the theorem from two-value logic to continues multi-value logic, the assembly theorem had become more completed and was capable of depicting the characteristics of real problem more specifically. Because the standard structure and measuring method of teacher appraisal are both ambiguous, it is necessary to adopt an suitable fuzzy theorem for this ambiguous characteristic of teacher appraisal. The study incorporated the opinions of specialists into structural evaluation indicator based upon Fuzzy Delphi and further calculated the relative weights among each indicator by Fuzzy Analytic Hierarchy Process. The teacher appraisal not only need to quantify the indicator but also to qualify them using linguistic terms to express. Therefore, the study adopted the Chen-Hwang (1992) transfer method to transform the ambiguous evaluation terms into specific crisp scores and used the composite of fuzzy evaluation to engage the analysis of real teacher appraisal involving differentiated comparison among individual operants.