转型时期通往教育自觉的高校教师评价

发布时间：2018-04-30 16:14

本文选题：高校教师 + 教师评价制度　；参考：《华中科技大学》2012年博士论文

【摘要】：高校教师评价由来已久,在形形色色的高校质量评估和大学排名评估中,教师评价都在其评价指标体系中占有很大的比重。但是高校教师评价制度很难得到公认,每一种教师评价制度都会受到很多批评,有人甚至怀疑高校教师评价的合理性,对其必要性和可行性提出质疑。本文在阐述艾耶尔价值判断死亡魔咒的荒谬之处后,论证了在一个相对具体的时间、环境内存在大众基本认同的普世价值,价值判断具有合理性,高校教师评价既必要、也可行,而且转型时期的高校教师评价非常紧迫。每一种管理制度、评价制度都有相应的人性假设。本文在对高校教师需求调查结果进行因子分析后,按因子方差贡献值大小依次提取了包括成就需求、物质生活需求、学术发展需求、愉悦生活需求和安全感需求五种高校教师需求。此需求结构在人们需求愿望的强弱上,有别于马斯洛的金字塔形状,而是最底层的物质生活需求与最顶层的成就需求(自我实现需求)最强烈,整个需求结构形状呈杯形。在需求结构的基础上,构建了高校教师评价的人性假设：走向教育自觉的复杂人。在高校教师评价中,经常存在组织冲突,这些冲突有可能对组织带来冲击和损害,但冲突同时具有凝聚、激活、调节等积极作用。组织内部冲突的解决方式有回避式、强迫式、迁就式、协调式和妥协式五种。在解决组织冲突的博弈中,合理的游戏规则能够引导博弈参与者遵守规则,按规则出牌,而且能够超越零和博弈的思维局限。合理的高校教师评价制度能够引导教师按制度办事,减少功利主义和投机取巧的心理和行为,有利于促进高校教师走向教育自觉。当前的教师评价范式主要有两种：结果导向维高校教师评价和过程导向维高校教师评价,与前者相对应的评价制度有终结性教师评价制度,与后者相对应的评价制度有形成性教师评价制度。转型时期通往教育自觉的高校教师评价倾向于后者,但并不全盘否定前者,主张兼顾过程与结果,结合发展与奖惩,调查结果也表明大部分高校教师明确支持这种主张。把当前评价制度中容易忽视的过程维度指标纳入评价之中,才能有效防止某些弄虚作假、投机取巧的行为,同时鼓励和支持那些暂时成果并不显著却一直坚持一份积极孤独的教师。过程导向维高校教师评价基本上还停留在理论阶段,指标体系、方法技术都不成熟。为了推动这种评价范式在实践中的运用,增强其可行性,本文探讨了过程导向维高校教师评价支持体系的构建,其构成成分包括制度支持,人员支持和技术支持三个部分。
[Abstract]:The evaluation of college teachers has a long history. In all kinds of university quality evaluation and ranking evaluation, teachers' evaluation occupies a large proportion in its evaluation index system. However, the evaluation system of university teachers is difficult to be recognized. Every kind of teacher evaluation system will be criticized. Some people even doubt the rationality of teacher evaluation in colleges and universities, and question its necessity and feasibility. After expounding the absurdity of Ayer's death mantra, this paper demonstrates that in a relatively specific time, there is a universal value that is generally accepted by the public, the value judgment is reasonable, and the evaluation of college teachers is necessary. It is also feasible, and the evaluation of college teachers in the transitional period is very urgent. Each kind of management system, the appraisal system all has the corresponding humanity hypothesis. Based on the factor analysis of the results of college teachers' demand investigation, this paper extracts the requirements of achievement, material life and academic development according to the contribution value of factor variance in turn, which includes the demand of achievement, the demand of material life and the demand of academic development. There are five kinds of college teachers' needs: the need for pleasure and the need for security. This demand structure is different from Maslow's pyramid shape in the strong or weak of people's demand desire, but the material life demand at the bottom level and the achievement demand (self-actualization demand) at the top level are the strongest, and the whole demand structure shape is cup-shaped. On the basis of the structure of demand, this paper constructs the human nature hypothesis of teachers' evaluation in colleges and universities: the complex person who moves towards educational consciousness. In the evaluation of college teachers, there are often organizational conflicts, which may bring impact and damage to the organization, but conflicts also play a positive role in cohesion, activation, regulation and so on. There are five ways to resolve internal conflicts: avoidance, compulsion, accommodation, coordination and compromise. In the game of solving the organizational conflict, reasonable rules can lead the players to follow the rules, play by the rules, and transcend the thinking limitation of the zero-sum game. Reasonable evaluation system of college teachers can guide teachers to act according to the system, reduce utilitarianism and opportunistic psychology and behavior, and promote college teachers' education consciousness. There are two main forms of teacher evaluation: the result oriented university teacher evaluation and the process oriented university teacher evaluation, the former corresponding evaluation system has the summative teacher evaluation system. The evaluation system corresponding to the latter has formative teacher evaluation system. In the transition period, the university teachers who lead to the education consciousness tend to the latter, but they do not deny the former completely. They advocate both the process and the result, and combine the development with the rewards and punishments. The results of the investigation also show that most university teachers clearly support this idea. Only when the process dimension indicators which are easily neglected in the current evaluation system are included in the evaluation, can some fraudulent and opportunistic behaviors be effectively prevented. At the same time encourage and support the temporary achievements of those who have not been significant but have been a positive lonely teacher. The evaluation of process-oriented university teachers is still in the theoretical stage, and the index system and methods are not mature. In order to promote the application of this evaluation paradigm in practice and enhance its feasibility, this paper discusses the construction of the process oriented evaluation support system for university teachers, which consists of three parts: institutional support, personnel support and technical support.
【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G647.2

【引证文献】