新时代高校教师评价改革的“破”与“立”——逻辑、困境与路向
The “Breaking” and “Establishing” of University Teachers’ Evaluation Reform in the New Era —Logic, Dilemma and Directions

近年来，高校教师评价体系改革逐步推进，服务于现代高等教育的深度转型。高校教师评价改革的内在逻辑包括融合学校使命与社会需求，引导学院组织和学科文化，实现个体发展期待，以及平衡考量学术质量和数量的复合标准。鉴于在实践中，高校教师评价改革面临着评价理念存在功利化倾向、评价主体受行政主导、评价标准缺失指标多样性、评教结果缺乏即时性反馈等诸多挑战。为优化高校教师评价体系，可以通过重构高校教师评价制度、改革传统结果性评价、规范多元价值导向评价体系、畅通评价结果及时反馈渠道等路径建设教师专业发展的长效机制。
In recent years, the reform of university faculty evaluation system has been gradually promoted to serve the deep transformation of modern higher education. The internal logic of the reform of university teacher evaluation includes integrating the mission of the school and the needs of the society, guiding the organisation of the college and the culture of the discipline, realising the expectations of individual development, as well as balancing the composite criteria of considering academic quality and quantity. In view of the fact that in practice, the reform of college teacher evaluation faces many challenges such as the utilitarian tendency of evaluation concept, administrative domination of the evaluation subject, lack of diversity of indicators in the evaluation standard, and lack of immediate feedback on the results of the evaluation of teaching. In order to optimise the evaluation system of college teachers, the long-term mechanism of teachers’ professional development can be built through reconstructing the evaluation system of college teachers, reforming the traditional result-based evaluation, standardising the evaluation system of diversified value orientation, and facilitating the immediate feedback channels of evaluation results.