大学教师评价的内在逻辑、现实冲突及其调适  

Internal Logics, Realistic Conflicts and Corresponding Adjustment of the Faculty Evaluation

作　　者：牛风蕊[1] 

机构地区：[1]福州大学,福建福州350116

出　　处：《现代教育管理》2015年第7期82-86,共5页Modern Education Management

基　　金：国家自然科学基金面上项目"大学教师评价的效能研究"(71273101);美国福特基金项目"非‘211’普通公立地方本科院校教师评价指标的研究与试点"(1125-2739)

摘　　要：教师评价是大学人力资源管理的重要内容。作为大学的核心要素,大学教师对评价有着内在的价值诉求。在当前实践中,评价导向的工具化、指标的片面化、教师的边缘化与大学教师评价的内在逻辑形成了强烈的冲突,影响了教师的专业发展和大学教育质量的提升。只有调适现行评价过程中的价值冲突和矛盾,重拾大学的价值理性,完善评价标准,强化教师的主体意识,才能较好地把握大学教育活动的本质,实现大学教师评价的功能。The faculty evaluation is an important part of the university human resource management. As a core element of the university,the faculty has their intrinsic demands on the evaluation. But in current practice,the evaluation orientation became instrumentalized increasingly,the evaluation index got unilateralized,and the faculty were marginalized,all of these have caused intense conflicts with the internal logic of the faculty evaluation,and have affected the faculty professional development as well as the education quality enhancement of universities. In order to grasp the essence of university education,achieve the function of faculty evaluation,we need to adjust the conflicts and contradictions of the current evaluation system,improve the evaluation standards,and strengthen the subjectivity awareness of faculty.

关 键 词：大学教师 评价制度 内在逻辑 主体性 

分 类 号：G645[文化科学—高等教育学]