以教师发展为中心的英国高校教师绩效评价制度——以三所英国研究型大学为例  

The Development⁃Centered Faculty Performance Evaluation System in UK Research Universities——Taking Three British Research Universities as Examples

作　　者：任莺[1] REN Ying(Lishui university,Lishui 323000,Zhejiang)

机构地区：[1]丽水学院,浙江丽水323000

出　　处：《当代教师教育》2024年第2期101-108,共8页Contemporary Teacher Education

摘　　要：英国研究型大学的教师绩效评价制度表现出鲜明的教师发展性特点,以剑桥、约克和诺丁汉三所研究型大学为例,评价制度中教师发展性的构建集中体现在三个方面:评价围绕教师发展目标的设定和完成展开,有效统一教师和学校发展目标;在评价体系各环节中落实发展性评价原则;采用柔性管理,以谈话或讨论为主要评价形式,建设和谐共赢的绩效文化。这种评价模式对我国高校完善绩效评价制度有借鉴作用:将绩效评价的重心放在“发展”而非“考核”,落实配套的教师帮扶制度,采用柔性管理建设和谐绩效文化。The faculty performance evaluation system in British research universities has distinct faculty development⁃centered characteristics.The faculty performance evaluation systems at Cambridge University,York University,and Nottingham University share common features:evaluation revolves around the setting and completion of teacher development goals,effectively unifying the consistency between individual teacher and school development goals;implementing the developmental faculty evaluation theory into the system;adopting flexible management mode and build up a harmonious and win⁃win evaluation culture.The British faculty performance evaluation model can serve as a positive reference for Chinese universities:it reminds us to place the focus of performance evaluation on“development”rather than“assessment”,implementing supporting teacher assistance systems,and adopting flexible management to build a harmonious performance culture.

关 键 词：绩效评价 研究型大学 教师发展 

分 类 号：G42[文化科学—课程与教学论]