本文選題：高校教師 + 教師評價制度�。� 參考：《華中科技大學(xué)》2012年博士論文

【摘要】：高校教師評價由來已久,在形形色色的高校質(zhì)量評估和大學(xué)排名評估中,教師評價都在其評價指標(biāo)體系中占有很大的比重。但是高校教師評價制度很難得到公認(rèn),每一種教師評價制度都會受到很多批評,有人甚至懷疑高校教師評價的合理性,對其必要性和可行性提出質(zhì)疑。本文在闡述艾耶爾價值判斷死亡魔咒的荒謬之處后,論證了在一個相對具體的時間、環(huán)境內(nèi)存在大眾基本認(rèn)同的普世價值,價值判斷具有合理性,高校教師評價既必要、也可行,而且轉(zhuǎn)型時期的高校教師評價非常緊迫。 每一種管理制度、評價制度都有相應(yīng)的人性假設(shè)。本文在對高校教師需求調(diào)查結(jié)果進(jìn)行因子分析后,按因子方差貢獻(xiàn)值大小依次提取了包括成就需求、物質(zhì)生活需求、學(xué)術(shù)發(fā)展需求、愉悅生活需求和安全感需求五種高校教師需求。此需求結(jié)構(gòu)在人們需求愿望的強弱上,有別于馬斯洛的金字塔形狀,而是最底層的物質(zhì)生活需求與最頂層的成就需求(自我實現(xiàn)需求)最強烈,整個需求結(jié)構(gòu)形狀呈杯形。在需求結(jié)構(gòu)的基礎(chǔ)上,構(gòu)建了高校教師評價的人性假設(shè)：走向教育自覺的復(fù)雜人。 在高校教師評價中,經(jīng)常存在組織沖突,這些沖突有可能對組織帶來沖擊和損害,但沖突同時具有凝聚、激活、調(diào)節(jié)等積極作用。組織內(nèi)部沖突的解決方式有回避式、強迫式、遷就式、協(xié)調(diào)式和妥協(xié)式五種。在解決組織沖突的博弈中,合理的游戲規(guī)則能夠引導(dǎo)博弈參與者遵守規(guī)則,按規(guī)則出牌,而且能夠超越零和博弈的思維局限。合理的高校教師評價制度能夠引導(dǎo)教師按制度辦事,減少功利主義和投機取巧的心理和行為,有利于促進(jìn)高校教師走向教育自覺。 當(dāng)前的教師評價范式主要有兩種：結(jié)果導(dǎo)向維高校教師評價和過程導(dǎo)向維高校教師評價,與前者相對應(yīng)的評價制度有終結(jié)性教師評價制度,與后者相對應(yīng)的評價制度有形成性教師評價制度。轉(zhuǎn)型時期通往教育自覺的高校教師評價傾向于后者,但并不全盤否定前者,主張兼顧過程與結(jié)果,結(jié)合發(fā)展與獎懲,調(diào)查結(jié)果也表明大部分高校教師明確支持這種主張。把當(dāng)前評價制度中容易忽視的過程維度指標(biāo)納入評價之中,才能有效防止某些弄虛作假、投機取巧的行為,同時鼓勵和支持那些暫時成果并不顯著卻一直堅持一份積極孤獨的教師。 過程導(dǎo)向維高校教師評價基本上還停留在理論階段,指標(biāo)體系、方法技術(shù)都不成熟。為了推動這種評價范式在實踐中的運用,增強其可行性,本文探討了過程導(dǎo)向維高校教師評價支持體系的構(gòu)建,其構(gòu)成成分包括制度支持,人員支持和技術(shù)支持三個部分。
[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.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G647.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 李寶斌;許曉東;;高校教師評價中的博弈分析及正能量激發(fā)[J];湖南師范大學(xué)教育科學(xué)學(xué)報;2013年06期

2 董超;李正風(fēng);;科技人才評價中的發(fā)展性理念——劍橋大學(xué)的案例及啟示[J];科研管理;2013年S1期

相關(guān)碩士學(xué)位論文 前1條

1 蔡妮凇;“第四代評價”視域下的本科生理論課程學(xué)習(xí)評價研究[D];湖南師范大學(xué);2014年

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本文編號：1825250