评价导向感知对教师教学偏离倾向的影响  

The Effect of Perceived Evaluation Orientation on Faculty’s Tendency to Deviate from Teaching

作　　者：周垚 沈红 ZHOU Yao;SHEN Hong(Center for Higher Education Research,Southern University of Science and Technology,Shenzhen 518055,China)

机构地区：[1]南方科技大学高等教育研究中心,深圳518055

出　　处：《重庆高教研究》2023年第2期64-75,共12页Chongqing Higher Education Research

基　　金：广东省基础与应用基础研究基金资助项目“粤港澳高等教育协同创新的关键问题和行动方案——基于对湾区三地本科院校的实证调查”(2021A1515012312);广东省哲学社会科学规划项目“粤港澳高校集群的空间格局演化与协同发展”(GD22YJY11)。

摘　　要：在学术评估盛行的背景下,教师作为评价指标体系的理性行动者,是否会因过度追求科研成果而产生教学偏离倾向?基于2018年全球学术职业发展状况的经验证据,运用Logit模型探讨评价导向感知对教师教学偏离倾向的影响。研究发现:以“五唯”为特征的量化评价工具会使高校教师背离其角色定位,产生教学偏离倾向,且该现象在不同类型高校、不同教师群体中存在明显的异质性。具体而言,教师对评价导向的主观感知与其教学偏离倾向显著相关,当教师认为评价存在科研导向时,其产生教学偏离倾向的可能性将提高61.8%,且这种影响还存在明显的校际差异和教师群体差异,在非“双一流”高校、讲师和理科教师群体中更加明显。这表明,非“双一流”高校过度强调科研会导致科研挤占教师的正常教学时间,讲师的生存压力和升职诉求较教授和副教授群体更为强烈,其教学偏离倾向也更为严重。当教师评价普遍开始强调科研成果时,理科教师会最先感受到科研压力并缩减教学时间的投入。为此,高校应当进一步深化教师评价改革,强化分类多元评价导向,完善同行评议,通过减少科研评价杠杆引领教师做好教书育人工作,避免产生教学偏离倾向。In the context of the prevalence of academic assessment, does faculty, as a rational actor under the evaluation index system, tend to deviate from teaching due to excessive pursuit of research outcomes? Based on empirical evidence from the “Academic Profession in Knowledge Society” Survey in 2018, a logit model was used to explore the effect of perceived evaluation orientation on faculty’s tendency to deviate from teaching. The study found that the “five focuses” faculty evaluation system may cause faculty to deviate from their roles, and the phenomenon is significantly heterogeneous among different types of universities and different groups of faculty. Specifically, faculty’s subjective perceptions of evaluation orientation are significantly correlated with their tendency to deviate from teaching, and the likelihood of deviating from teaching increased by 61.8% when faculty perceived the evaluation system to be research-oriented. There are also significant inter-university and group differences in this effect, which is more evident among non-double first-class universities, lecturers, and science faculty. It indicates that the over-emphasis on research in non-double first-class universities will lead to research taking away faculty’s normal teaching time;lecturers’ survival pressure and promotion demands are stronger than those of professors and associate professors, and their tendency to deviate from teaching is more serious;when faculty evaluation system generally starts to emphasize research achievements, science faculty will feel the pressure of research first and reduce their teaching time. Therefore, universities should further deepen the reform of faculty evaluation system, strengthen the classification and diversification of evaluation, improve peer review, and lead faculty to do a good job of teaching by reducing the leverage of scientific research evaluation, so as to avoid faculty’s tendency to deviate from teaching.

关 键 词：评价导向 教学偏离 教师评价制度 “破五唯” 

分 类 号：G645[文化科学—高等教育学]