高校师资评价的质量观  

A Quality Frame for Teacher Evaluation in the Colleges and Universities

作　　者：贾群生[1] 

机构地区：[1]杭州师范学院教育科学学院,浙江杭州310036

出　　处：《杭州师范学院学报（社会科学版）》2001年第5期99-103,共5页Journal of Hangzhou Teachers College(Humanities and Social Sciences)

基　　金：杭州师范学院科研基金项目 ( 990 90 2 1)

摘　　要：在市场经济条件下 ,多元师资评价主体之间存在着诸多矛盾、冲突或问题。就同一评价主体而言 ,这些矛盾、冲突或问题往往具有同源性、异质性 ,体现了师资评价主体的结构性优势和结构性限制之间的矛盾运动以及师资评价质量作为信号在传输过程中所产生的噪声。转化矛盾、协调冲突、解决问题最迫切最根本的是在各师资评价主体之间形成科学的高校师资质量观。科学的高校师资评价的质量体系由高校师资的本质质量、扩展质量、专业化质量和整合性质量四个相互关联的体系组成。Under the condition of market economy, there are many contradictory aspects or some problems in the present teacher evaluation of colleges and universities. These contradictory aspects and problems among the teacher\|evaluation subjects, which embody the contradictions between the structural aduantages and structural limits from teacher\|evaluation subjects, and the 'noise' from the processing of teacher\|evaluation sign transimission, are homogeneous and heterogeneous. It is emergent and fundamental that each teacher\|evaluation subiect has scientific teacher\|quality concepts, which consist of intrinsic quality, extended quality, professional quality and integral quality.

关 键 词：高校 师资评价 质量观 质量体系 师资培养 本质质量 扩展质量 专业化质量 整合性质量 

分 类 号：G645.11[文化科学—高等教育学]