高校发展性教师评价的逻辑困境与价值回归  

The Logical Dilemma and Value Reversion in Developmental Evaluation of University Faculty

作　　者：周玲[1] 王欣怡 张慧婷 ZHOU Ling;WANG Xinyi;ZHANG Huiting

机构地区：[1]华东理工大学高等教育研究所,上海200237

出　　处：《中国人民大学教育学刊》2024年第2期33-53,I0002,共22页Renmin University of China Education Journal

基　　金：教育部人文社科研究项目“高校教师发展性评价实施路径与均衡激励机制研究”(23YJA88088);上海市教育规划项目“新时代高等教育评价的伦理规制与改革路径研究”(A2022013);国家人文社科重大课题“中国高校科技创新团队管理与合作有效性研究”(22&ZD308)。

摘　　要：高校教师评价是学术与人事管理的核心要件,是深化高等教育评价改革的重要内容,其出发点既要推动学校人才培养和知识创新能力的提高,也要促进教师个人的职业发展,进而从根本上推动高等教育强国建设。论文采用质性研究方法,分析高校教师因评价的绩效逻辑、量化逻辑和结果逻辑导向带来的学术信念动摇,行为方式异化,以及学术生态破坏等问题,基于高校教师评价现状及其影响机制模型,提出发展性教师评价应该回归大学使命、回归大学教育精神、回归教师评价本真意义。University faculty evaluation is a cornerstone of academic and personnel management,constituting a crucial aspect of deepening reforms in higher education evaluation.Its objectives are twofold:To promote the enhancement of talent cultivation and knowledge innovation capabilities within institutions,and to facilitate the personal career development of faculty members,thereby fundamentally advancing the construction of a strong higher education nation.Employing a qualitative research method,this paper analyzes the issues arising in university faculty due to the performance logic,quantification logic,and result logic orientations of evaluation,including shaken academic beliefs,alienated behavioral patterns,and disrupted academic ecosystems.Based on the current state and influencing mechanisms model of university faculty evaluation,the paper proposes that developmental faculty evaluation should return to the university s mission,educational spirit,and the true essence of faculty evaluation.

关 键 词：高校教师评价 逻辑困境 价值回归 

分 类 号：G64[文化科学—高等教育学]