高校教师评价改革的“破”与“立”——基于新公共服务理论的分析框架  

The"Breaking"and"Establishing"of Teachers'Evaluation Reform in Universities——Analysis Framework Based on New Public Service Theory

作　　者：胡瑞[1] 李彩云 HU Rui;LI Caiyun(Central China Normal University,Wuhan Hubei 430079;Huazhong Agricultural University,Wuhan Hubei 430070;Wuhan College,Wuhan Hubei 430212)

机构地区：[1]华中师范大学,湖北武汉430079 [2]华中农业大学,湖北武汉430070 [3]武汉学院,湖北武汉430212

出　　处：《现代教育管理》2024年第8期99-107,共9页Modern Education Management

基　　金：国家自然科学基金专项项目“行业特色高校创新型人才培养的机制与路径研究”(72041004)。

摘　　要：高校教师评价是激发高校教师内在活力的管理工具,高校教师评价亟须破除“五唯”,从而充分发挥其引导和激励作用。以新公共服务理论为依据,从治理目标、治理主体和治理内容入手,构建高校教师评价改革分析框架。高校教师评价改革的基本方向是:在评价目标上,破除“短期功利主义”;在评价主体上,破除“形式化参与”;在评价内容上,破除“片面重视科研”。未来要从支持高校教师自我发展的“内生发展”评价、促进高校教师全面发展的“多方相长”评价和鼓励高校教师个性发展的“全面响应”评价三个方面深化高校教师评价改革。Teachers'evaluation is a management tool to stimulate their intrinsic vitality,which urgently needs to break away from the"five only"and play its motivating role.Guided by the new public service theory,a theoretical analysis framework for evaluating university teachers has been constructed from three aspects:governance objectives,governance subjects,and governance con-tents.The basic direction of the reform is to break"short-term utilitarianism" in evaluation objec-tives,"formal participation""in evaluation subjects,and"one-sided emphasis on scientific research"in evaluation contents.Adhering to the consensus of"establishing while breaking",we need to deep-en the teachers'evaluation reform in the future,including supporting their self-development through"endogenous development"evaluation,comprehensive development through"multi-party complemen-tarity"evaluation,and personalized development through"comprehensive response""evaluation.

关 键 词：高质量发展 高校教师 评价改革 破“五唯” 新公共服务理论 

分 类 号：G451.1[文化科学—教育学]