高校跨學(xué)科平臺(tái)及其教師的評(píng)價(jià)模式研究
發(fā)布時(shí)間：2018-07-24 21:12
【摘要】：國(guó)內(nèi)外高校近年來(lái)組建越來(lái)越多的跨學(xué)科平臺(tái)來(lái)承擔(dān)和完成重大科研任務(wù)。但是,現(xiàn)行的跨學(xué)科平臺(tái)評(píng)價(jià)模式和教師評(píng)價(jià)模式在一定程度上阻礙了跨科學(xué)研究可持續(xù)發(fā)展。本文根據(jù)若干教育評(píng)價(jià)理論,分析國(guó)內(nèi)外高�？鐚W(xué)科平臺(tái)及其教師的評(píng)價(jià)模式,反思國(guó)內(nèi)外實(shí)踐中的不足,探討成功經(jīng)驗(yàn)帶來(lái)的啟示,以促進(jìn)跨學(xué)科研究的可持續(xù)發(fā)展,提升我國(guó)高校科技創(chuàng)新能力。 在探討高校跨學(xué)科平臺(tái)的評(píng)價(jià)模式時(shí),本文選取了荷蘭作為案例,深入研究了荷蘭高�？鐚W(xué)科平臺(tái)內(nèi)外雙循環(huán)評(píng)價(jià)模式,得出四個(gè)區(qū)別于傳統(tǒng)評(píng)價(jià)的特征：突出科研質(zhì)量與研究生培養(yǎng)、應(yīng)用性貢獻(xiàn)、靈活性以及第三方評(píng)議機(jī)構(gòu)的參與。通過(guò)國(guó)內(nèi)現(xiàn)狀研究和國(guó)別對(duì)比,筆者發(fā)現(xiàn)我國(guó)跨學(xué)科平臺(tái)的評(píng)價(jià)模式存在評(píng)價(jià)目標(biāo)不具長(zhǎng)遠(yuǎn)性、評(píng)價(jià)標(biāo)準(zhǔn)不完善、評(píng)價(jià)主體不穩(wěn)定三大問(wèn)題。因此筆者建議國(guó)內(nèi)高�？鐚W(xué)科組織在已經(jīng)基本成功搭建跨學(xué)科研究平臺(tái)、積聚部分教師進(jìn)行跨學(xué)科研究的現(xiàn)狀下,應(yīng)從以發(fā)展為導(dǎo)向,明確評(píng)價(jià)目標(biāo)；完善評(píng)價(jià)標(biāo)準(zhǔn)；跟蹤評(píng)估專(zhuān)家,建立專(zhuān)家?guī)�；重視評(píng)價(jià)后續(xù)工作的完善這四方面著手。 在對(duì)跨學(xué)科平臺(tái)的教師評(píng)價(jià)模式進(jìn)行研究時(shí),本文以美國(guó)三種跨學(xué)科平臺(tái)的教師評(píng)價(jià)模式為例,即密歇根大學(xué)的合約踐行評(píng)價(jià)模式、賓夕法尼亞州立大學(xué)的目標(biāo)達(dá)成模式和威斯康星大學(xué)麥迪遜分校的合二歸一模式,筆者從評(píng)價(jià)主體、評(píng)價(jià)對(duì)象、評(píng)價(jià)標(biāo)準(zhǔn)和評(píng)價(jià)方法等方面剖析三種模式的特點(diǎn),以教育評(píng)價(jià)理論為基礎(chǔ),筆者發(fā)現(xiàn)這些評(píng)價(jià)模式在設(shè)計(jì)以及實(shí)施過(guò)程中,首先遵循按崗具體評(píng)價(jià)的原則；其次,以人為本,始終以尊重教師為導(dǎo)向�；貧w國(guó)內(nèi),本文選取了并以國(guó)內(nèi)實(shí)踐中比較成熟的A大學(xué)B研究院為例,查看其教師的評(píng)價(jià)標(biāo)準(zhǔn)、評(píng)價(jià)程序等,發(fā)現(xiàn)其存在評(píng)價(jià)標(biāo)準(zhǔn)不合理,評(píng)估專(zhuān)家不穩(wěn)定,以及評(píng)價(jià)主體之間缺乏共識(shí)等問(wèn)題,建議運(yùn)用CIPP評(píng)價(jià)模式全面和客觀地對(duì)跨學(xué)科平臺(tái)的教師進(jìn)行綜合評(píng)價(jià)。 最后,本文提出高校要有效地推進(jìn)跨學(xué)科評(píng)價(jià),首先需重新審視學(xué)術(shù)價(jià)值觀,提升學(xué)者的創(chuàng)造性,同時(shí)促進(jìn)科研成果轉(zhuǎn)化。其次,要平衡學(xué)術(shù)權(quán)力和行政權(quán)力,給予平臺(tái)更多的自主權(quán),使跨學(xué)科平臺(tái)對(duì)評(píng)價(jià)的態(tài)度從疲于應(yīng)付轉(zhuǎn)為自覺(jué)參與,從而建立起內(nèi)外結(jié)合、相輔相成的評(píng)價(jià)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.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G644
本文編號(hào)：2142669
[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.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G644
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