摘要
大学教师评价制度由于过度追求量化指标,在实践中产生偏差:教育目标远离,教师重科研、轻教学;制度权力扩张,教师教学自主性缺失;评价功能错位,教师共同体文化被侵蚀。大学教师评价制度的知识论基础为哈贝马斯知识论中的"实证-分析"取向,侧重的是"技术"旨趣,但忽视了"实践理解"的旨趣和"解放"的旨趣。这正是现有制度的偏差所在,也指明了今后大学教师评价制度改革需发力的方向。
Due to the excessive pursuit of quantitative indicators,the evaluation system of university faculty produces deviations in practice:the educational goal is far away,and the faculty attaches more importance to research than to teaching;the institutional power expands while the teaching autonomy is limited;the evaluation function is dislocated and the faculty′s community culture is eroded.The knowledge theory behind the evaluation system of university faculty is based on the 'empirical-analysis' orientation in Habermas′s theory of knowledge,which focuses on the 'technical' interest,but ignores the 'practical understanding' interest and the 'emancipatory' interest.This is the deviation of the existing system,and also indicates the direction of change in the future reform of the evaluation system of university faculty.
作者
赵燕
汪霞
ZHAO Yan;WANG Xia(Institute of Education,Nanjing University,Nanjing 210093;School for Pre-school Education,Nanjing Xiaozhuang University,Nanjing 211171,China)
出处
《高校教育管理》
CSSCI
北大核心
2019年第2期117-124,共8页
Journal of Higher Education Management
基金
江苏省高校哲学社会科学研究专题项目(2014SJA039)
关键词
大学教师
评价制度
哈贝马斯知识论
university faculty
the evaluation system
Habermas′s theory of knowledge
