美国高校的学术反思与学术评价

Academic reflection and assessment in American higher schools

20世纪 80年代末以来 ,美国高教界对美国高校中存在的学术评价日益窄化和教师奖励制度越来越片面的倾向进行了深刻反思。尤其是博耶在 90年代初发表的两篇文献 ,提出了包括发现的学术、综合的学术、应用的学术和教学的学术四种形式在内的新学术观 ,并构建了包括学者的品质、学术工作的标准、学术证明和过程的可靠性四条原则的新的学术评价体系。博耶的新学术观拓展了学术概念的内涵 ,涵盖了现代大学日益丰富的使命。他提出的学术评价四原则 ,对于纠正当前我国高校学术评价中普遍存在的简单化、公式化。

Researchers of higher education in the U.S. have reflected profoundly upon the increasing narrowness in academic assessment and the unilateral tendency in teacher-awarding system since the nineteen nineties. Two articles written by Ernest L Boyer in early nineties put forward a new view of learning, including four forms such as learning of discovery, learning of synthesis, learning of application and learning of teaching; and constructed a new system of academic assessment including four principles: scholars' quality, academic standard, reliability of academic certification and process. Boyer's view expands the conceptual connotation of learning, which comprises the enriching mission of modern university. The four principles of academic assessment are of realistic importance in correcting the oversimplification, formulism and numeralism, which are common to present academic assessment.