美国高校教师终身教职后评估类型、实施及启示  

Study on the Type, Implementation and Enlightenment of Faculty Post-tenure Review in USA

作　　者：查永军[1] 孙颖[1] 

机构地区：[1]扬州大学教育科学学院,教授江苏扬州225002

出　　处：《中国高教研究》2015年第2期64-68,共5页China Higher Education Research

基　　金：2011年国家社科基金一般项目“我国高校学术资源配置的权力博弈与制度设计研究”(课题批准号:11BGL080);江苏省“青蓝工程”资助项目的研究成果

摘　　要：终身教职后评估是美国特定历史和社会现实促动下产生的教师管理制度。从不同的角度分析,美国高校教师评估可分为年度性、周期性、触发性评估,还可归纳为形成性、总结性评估,它们都在衡量教师学术生产力水平、促进教师发展等方面发挥着作用。在实施过程中,一般由多方专家组成评估主体,并有一个较为公正和允许申诉的实施程序,评估结果不仅用来促进教师发展,还能有效督促教师保持学术热情,值得我国高校教师评估与发展的借鉴。Faculty post-tenure review is an important system of faculty management under certain historical environment and social motivation in USA. Faculty post-tenure review includes annual review, periodical review, triggered review, formative review and summative review, which all play important roles in promoting faculty academic productivity and faculty development. In the review, its subjects include different experts. And it has fair procedures and appeal system, so that they don＇t make mistakes. The results help scholars＇ career development and keep their enthusiastic. They are all helpful for Chinese faculty review and development.

关 键 词：美国高校 教师 终身教职后评估 

分 类 号：G649.712[文化科学—高等教育学]