地方高校教师学术评价的困局、变局和破局  

Dilemma, Change and Breakthrough of Academic Evaluation of Teachersin Local Colleges and Universities

作　　者：宫龙江[1] 孙超[1] GONG Long-jiang;SUN Chao(Higher Education Research Center,Northeast Petroleum University,Daqing 163318,China)

机构地区：[1]东北石油大学高等教育研究中心,黑龙江大庆163318

出　　处：《黑龙江教师发展学院学报》2024年第11期11-16,共6页Journal of Heilongjiang Institute of Teacher Development

基　　金：东北石油大学科研项目“高校网络育人的学生参与研究”(SZZX202311)。

摘　　要：《深化新时代教育评价改革总体方案》明确提出,要扭转不科学的教育评价导向,推进教育评价关键领域改革取得实质性突破。地方高校教师学术评价作为教育评价的关键领域之一,理应有显著的进展和实质性的突破。然而,当前地方高校教师学术评价仍然存在评价主体错位、评价标准单一和评价方式简化等问题。究其本源,地方高校教师学术评价的问题源于工具理性和价值理性的失衡与绩效文化的泛化。因此,改进地方高校教师学术评价应呼唤价值理性的崛起和过滤绩效文化的影响,遵循学术逻辑,厘清学术评价主体;强化价值认同,坚持分类评价标准;改进量化评价,健全同行评议机制。The“Overall Plan for Deepening the Reform of Education Evaluation in the New Era”clearly states that it is necessary to reverse the unscientific orientation of education evaluation and promote substantive breakthroughs in the reform of key areas of education evaluation.As one of the key areas of education evaluation,the academic evaluation of local university teachers should make significant progress and substantial breakthroughs.However,there are still some problems in the academic evaluation of local university teachers,such as the dislocation of evaluation subjects,the single evaluation standards and the simplification of evaluation methods.The problem of academic evaluation of local university teachers stems from the imbalance between instrumental rationality and value rationality,as well as the generalization of performance culture.Therefore,it is necessary to call for the rise of value rationality and filter the influence of performance culture,follow the academic logic and clarify the subject of academic evaluation;strengthen value identification and adhere to classification evaluation standards;improve quantitative evaluation and improve the peer review mechanism,in order to improve the academic evaluation of local university teachers.

关 键 词：学术评价 地方高校 困局 变局 破局 

分 类 号：G645[文化科学—高等教育学]