高校教师职务晋升评价的内涵、问题与改进思考  

New Thinking on the Connotation,Problem and Improvement of University Teachers' Position Promotion Evaluation

作　　者：杨兴林[1] 

机构地区：[1]北京信息科技大学高教研究室,北京100192

出　　处：《黑龙江高教研究》2015年第5期95-98,共4页Heilongjiang Researches on Higher Education

摘　　要：高校教师职务晋升,在形式上表现为专业技术职务由低级上升到高级,在本质上表现为专业技术水平和能力实现较大程度的跃升,能够适应更重要的专业技术岗位要求,承担更重要的专业技术责任,履行更重要的专业技术义务。现阶段,我国高校教师职务晋升已经基本形成比较系统的评价体系,但在实际评价中,也存在一些亟待解决的突出问题。开展高校教师职务晋升评价,需要合理确定学术成果的类型和规格,确保高校教师职务晋升评价起点合理;优化定性评价及量化评价方式,使其最大限度地释放"正能量";建立适应特殊情况需要的"代表作"评价,充分体现人文关怀;着力将教学学术评价置于扎实的年度考核基础上,"硬化"考核的内容与要求。University teachers＇ position promotion shows professional technical position＇ s promotion from junior to senior in form, but essentially it is characterized by professional technical level and ability＇ s promotion in a larger degree, which can adapt to more im- portant demand on professional technical position, shoulder more important professional technical responsibility, and carry out more im- portant professional technical obligations. At present, university teachers＇ position promotion in our country has generally formed a rel- atively systematic evaluation system, but there are also some sharp problems waiting for being solved in the actual evaluation. A proper evaluation of university teachers＇ position promotion needs to make sure rationally the type and standard of academic achievements to guarantee a reasonable starting point, to optimize the method of qualitative evaluation and quantitative evaluation to make it release “positive energy” in the largest degree, to establish “a masterpiece” evaluation to adapt to the demands on special situations and fully reflect humanistic care, and to place teaching academic evaluation over the solid annual assessment to harden its content and demand.

关 键 词：高校 教师 职务晋升 

分 类 号：G647[文化科学—高等教育学]