高校跨学科平台及其教师的评价模式研究

发布时间：2018-07-24 21:12

【摘要】：国内外高校近年来组建越来越多的跨学科平台来承担和完成重大科研任务。但是,现行的跨学科平台评价模式和教师评价模式在一定程度上阻碍了跨科学研究可持续发展。本文根据若干教育评价理论,分析国内外高校跨学科平台及其教师的评价模式,反思国内外实践中的不足,探讨成功经验带来的启示,以促进跨学科研究的可持续发展,提升我国高校科技创新能力。在探讨高校跨学科平台的评价模式时,本文选取了荷兰作为案例,深入研究了荷兰高校跨学科平台内外双循环评价模式,得出四个区别于传统评价的特征：突出科研质量与研究生培养、应用性贡献、灵活性以及第三方评议机构的参与。通过国内现状研究和国别对比,笔者发现我国跨学科平台的评价模式存在评价目标不具长远性、评价标准不完善、评价主体不稳定三大问题。因此笔者建议国内高校跨学科组织在已经基本成功搭建跨学科研究平台、积聚部分教师进行跨学科研究的现状下,应从以发展为导向,明确评价目标；完善评价标准；跟踪评估专家,建立专家库；重视评价后续工作的完善这四方面着手。在对跨学科平台的教师评价模式进行研究时,本文以美国三种跨学科平台的教师评价模式为例,即密歇根大学的合约践行评价模式、宾夕法尼亚州立大学的目标达成模式和威斯康星大学麦迪逊分校的合二归一模式,笔者从评价主体、评价对象、评价标准和评价方法等方面剖析三种模式的特点,以教育评价理论为基础,笔者发现这些评价模式在设计以及实施过程中,首先遵循按岗具体评价的原则；其次,以人为本,始终以尊重教师为导向。回归国内,本文选取了并以国内实践中比较成熟的A大学B研究院为例,查看其教师的评价标准、评价程序等,发现其存在评价标准不合理,评估专家不稳定,以及评价主体之间缺乏共识等问题,建议运用CIPP评价模式全面和客观地对跨学科平台的教师进行综合评价。最后,本文提出高校要有效地推进跨学科评价,首先需重新审视学术价值观,提升学者的创造性,同时促进科研成果转化。其次,要平衡学术权力和行政权力,给予平台更多的自主权,使跨学科平台对评价的态度从疲于应付转为自觉参与,从而建立起内外结合、相辅相成的评价模式。
[Abstract]:In recent years, colleges and universities at home and abroad have set up more and more interdisciplinary platforms to undertake and complete important scientific research tasks. However, the current interdisciplinary platform evaluation model and teacher evaluation model to some extent hinder the sustainable development of cross-scientific research. Based on several educational evaluation theories, this paper analyzes the interdisciplinary platforms of colleges and universities at home and abroad and their teachers' evaluation models, reflects on the deficiencies in practice at home and abroad, and probes into the enlightenment brought by successful experiences in order to promote the sustainable development of interdisciplinary research. Improve the ability of science and technology innovation in colleges and universities in China. When discussing the evaluation model of the interdisciplinary platform, this paper selects the Netherlands as a case, and deeply studies the double-cycle evaluation model of the inter-disciplinary platform in the Netherlands. Four different characteristics from traditional evaluation are obtained: emphasizing scientific research quality and graduate training, application contribution, flexibility and participation of third party evaluation institutions. Through the study of the present situation in China and the comparison of different countries, the author finds that there are three major problems in the evaluation model of our country's interdisciplinary platform: the evaluation target is not long term, the evaluation standard is not perfect, and the evaluation subject is unstable. Therefore, the author suggests that in the present situation where the interdisciplinary research platform has been built successfully and some teachers have been accumulated for interdisciplinary research, it should be guided by development, make clear the evaluation goal, perfect the evaluation standard, and improve the standard of evaluation. Follow up the experts and establish the database of experts; pay attention to the improvement of the evaluation of the four aspects of the work. In the research of the teacher evaluation model of the interdisciplinary platform, this paper takes three kinds of interdisciplinary platform teacher evaluation model as an example, that is, the contract practice evaluation model of the University of Michigan. This paper analyzes the characteristics of the three models from the aspects of evaluation subject, evaluation object, evaluation criteria and evaluation methods. Based on the theory of educational evaluation, the author finds that in the design and implementation of these evaluation models, the principle of concrete evaluation according to the post is followed first; secondly, people oriented and always guided by respecting teachers. After returning to China, this paper selects and takes the A University B Research Institute as an example to check the evaluation criteria and procedures of its teachers, and finds that the evaluation criteria are unreasonable and the evaluation experts are unstable. As well as the lack of consensus among the evaluation subjects, it is suggested that the comprehensive evaluation of teachers on the interdisciplinary platform should be carried out comprehensively and objectively by using the CIPP evaluation model. Finally, this paper points out that in order to effectively promote interdisciplinary evaluation, colleges and universities should first re-examine academic values, promote the creativity of scholars, and promote the transformation of scientific research achievements at the same time. Secondly, it is necessary to balance academic power and administrative power, give the platform more autonomy, and make the attitude of the interdisciplinary platform to evaluation change from coping to conscious participation, so as to establish an evaluation model that combines internal and external factors and complements each other.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G644

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