是谁跑得慢:教学为主型教师晋升制度实践的质性研究  

Who Develops Slowly:A Qualitative Study on the Academic Promotion Practice of the Teaching Rank

作　　者：曾妮 ZENG Ni(School of Humanities and Social Sciences,Beijing Institute of Technology,Beijing 100081,China)

机构地区：[1]北京理工大学人文与社会科学学院,北京100081

出　　处：《复旦教育论坛》2022年第5期64-71,共8页Fudan Education Forum

摘　　要：分层分类评价是近年来高校教师职称制度改革的重点。教学为主型教师晋升制度起源于20世纪90年代,但时至今日依然发展缓慢。文章以Z大学的制度实践为个案,以深度访谈为方法,对制度实践中不同利益主体进行深描,并对其利益冲突展开分析。研究发现,利益主体拥有复杂的利益结构,但利益结构本身并非导致他们在“课时量”和“教学论文”上发生利益冲突的单一因素,权力结构的共同作用才最终造成制度实践中的阻碍。通过进一步讨论发现,在利益结构、权力结构的背后,还存在更深层的观念结构。观念培育落后于制度设计,乃是教学为主型教师职称晋升制度“跑得慢”的根本原因之一。Evaluating university faculty according to different levels and categories is the focus of the reform of academic promotion in recent years. The teaching rank academic promotion system originated in the 1990s, but it has still been developing slowly today. Taking the practice of Z University as a case and in-depth interview as a method, this paper describes the different stakeholders in the practice procedure, and analyzes their interest conflicts. The study found that the stakeholders had a complex interest structure, but the interest structure itself was not a single factor leading to their interest conflict in "class hours" and "papers on teaching", and the joint action of the power structure finally led to the obstruction in the practice of the system. Through further discussion, there is a deeper concept structure behind the interest structure and power structure. The idea of cultivation lags behind the system design, which is one of the fundamental reasons for the slow development of the teaching rank academic promotion system.

关 键 词：教学为主型教师 职称制度改革 利益结构 权力结构 观念结构 

分 类 号：G645.1[文化科学—高等教育学]