“破五唯”背景下大学教师评价多元向度的冲突及其优化路径  

The Conflict of Multiple Dimensions in Faculty Evaluation and its Optimized Paths under the Background of“Breaking five-only”

作　　者：牛风蕊[1] NIU Fengrui(Fuzhou University,Fuzhou,Fujian 350108,China)

机构地区：[1]福州大学高等教育研究所,福建福州350108

出　　处：《现代教育科学》2023年第2期21-26,共6页Modern Education Science

基　　金：全国教育科学规划2019年度教育部重点课题“评审权下放后地方高校教师职称制度改革中的权利规制研究”(项目编号:DIAI90423)。

摘　　要：教师评价是大学学术管理的重要组成部分,其价值向度的演变与教师角色的延展紧密相关。由于排名机制诱导、学术“锦标赛”和多元利益主体博弈等因素的影响,造成了大学教师评价多元向度之间的冲突,也催生了“五唯”痼疾,与评价的原目标相背离。在“破五唯”的背景下,大学教师评价迫切需要秉持多元化的学术观,完善同行评议制度,实施分类管理,在制度层面上加大对教师立德树人的激励,促进学术职业多元价值的平衡,推进高等教育实现高质量发展。Faculty evaluation is an important part of university academic management,and the evolution of its value dimension is closely related to the development the faculty roles.Due to the influence of factors such as the induction of the ranking mechanism,academic“tournaments”and multi-stakeholder games,it has caused conflicts in the multiple dimensions of faculty evaluation,and has also spawned the“five-only”problems,which deviated from the original goal of evaluation.Under the background of“breaking five-only”,faculty evaluation urgently needs to uphold a diverse academic outlook,improve the peer review system,implement classified management,increase the system incentives for faculty to establish morality,promote the balance of multiple academic career values,and advance high-quality development in higher education.

关 键 词：教师评价 多元向度 学术职业 “破五唯” 教学学术 

分 类 号：G645[文化科学—高等教育学]