“四个评价”逻辑下高校教师评价的问题与突破  

Dilemmas and Breakthrough Paths of Practicing“Four Evaluations”in Assessing University Teachers

作　　者：周珊珊[1] 张晓君[2] ZHOU Shanshan;ZHANG Xiaojun(School of Foreign Studies,Beijing Information Science and Technology University,Beijing 100096,China;School of Foreign Languages,Beihang University,Beijing 100191,China)

机构地区：[1]北京信息科技大学外国语学院,北京100096 [2]北京航空航天大学外国语学院,北京100191

出　　处：《湖南人文科技学院学报》2024年第4期100-105,共6页Journal of Hunan University of Humanities,Science and Technology

基　　金：北京信息科技大学高教研究课题“外语教学管理者语言评价素养发展需求与影响因素研究”(2022GJYB19)。

摘　　要：合理评价高校教师是高等教育能否走向高质量发展的重要因素。“四个评价”为破除当前僵化的高校教师评价体系指明了方向,然而在实践中仍存在结果评价受量化指标主导、过程评价流于形式、增值评价完全缺失、综合评价有虚无实的问题。因此,实践“四个评价”需要实现从控制观到发展观的评价价值转变,从单一到多元的评价主体转变。实践路径包括:定性定量结合,改进结果评价;赋能评价主体,强化过程评价;依托专业人才,探索增值评价;细化评价内容,健全综合评价体系。Assessing university teachers is significant for the development of higher education. The “Four Evaluations” point out the direction for breaking the current rigid evaluation system. However, in practice, there are still some problems: summative e-valuation is dominated by quantitative indicators;formative evaluation is superficial;value-added evaluation is completely missing, and comprehensive evaluation is empty. The practice of “Four Evaluations” needs to change the rationale of evaluation from control-oriented to development-oriented. Assessment agents should shift from single party to multiple parties. The practice paths include combing qualitative and quantitative evaluations, empowering assessment agents, depending on professionals, and refining evaluation content.

关 键 词：四个评价 教师评价 高等教育 

分 类 号：G647[文化科学—高等教育学]