高职教师职称评价标准的比较研究  

System-Level Comparative Study on Professional Title Evaluation Standard of Vocational College Teachers

作　　者：雷家彬[1,2] 

机构地区：[1]武汉工程大学法商学院,湖北武汉430205 [2]湖北省高校人文社科重点研究基地“区域高等教育发展研究中心”湖北武汉430205

出　　处：《高校教育管理》2016年第4期91-97,共7页Journal of Higher Education Management

基　　金：湖北省教育科学“十二五”规划专项资助重点课题(2014A116)

摘　　要：省级高职系统层面职称评定政策对院校个体的教师职称制度具有直接影响力。文章选取全国各高职系统最新政策文本,围绕高职个性特色、教学与科研、理论与实践等指标及评价模式与权力关系,分析高职教师职称评价标准的特点与问题。研究表明:评价标准中高职职业性特色突显,但部分指标与本科趋同;任职条件差异较大,缺乏相对统一的职务标准;院校个体的职称评审自主权正不断扩大,但这也会造成教师队伍的分化。建议制订国家高职教师职务标准,强化职业技术教育和教师培训交流机制,优化配置教师职称评审权力。Provincial-level evaluation policy has direct influence on the professional title evaluation of teachers in higher vocational colleges.In the paper,the latest title evaluation policies of vocational systems nationwide are used to analyze problems on criteria of title evaluations in higher vocational colleges.Based on the index on vocational education characteristics &teaching and scientific research&theory and practice,evaluation modes,and relations of power,the paper reveals that title evaluation standard shows obvious vocational characteristics,but some indicators are convergent with those in undergraduate system;assessment conditions are quite different,and there is a lack of relatively uniform job standards;individual colleges gain larger evaluation power,but it may also result in differentiation of teachers.Recommendations and raised including developing national standards for teachers in higher vocational education,strengthening vocational technical education and mechanism for teacher exchange and training,and optimizing the allocation of teacher assessment power.

关 键 词：省级高职院校 高职教师 职称评价 实践教学 

分 类 号：G640[文化科学—高等教育学]