对大学教授分级问题的思考

Reflections on the Professor Grading in Universities

在深化教育体制改革的探索中,许多高校开始了教授分级的改革尝试,并在实践中取得了一些成效。但是,"教授分级"作为大学教育改革中极其重要的一个问题,学术界却没有能够给予足够的理论阐释,更没有形成争鸣探讨的良性局面,以求在争鸣中逐渐形成共识,在理论上完成"顶层设计",并由此使得这样的顶层设计不再是边摸索、边总结、边改正,而是真正地发挥理论的先导作用。遗憾的是,在许多高校推进的教授分级改革中,却没有在更高程度上形成合理的"分级理论和分级手段"。这样一来,在打破了既有的大学内部体制化模式相对均衡的同时,没有顺势建立起更富有科学精神、更富有成效的新的管理模式,致使一些大学在教授分级之后并没有达到预期的目标。因此,对大学"教授分级"这一问题进行更加深入的思考,回答改革中出现的一些新问题,便显得尤为迫切和重要。

To explore how to deepen the reform of the education system ,the reform of “Professor grading” began to be experienced in many universities ,and some results have been achieved in reality. However,“professor grading”,a very important problem in the reform of college education,has not been given enough theoretical explanation in academic world. What’s worse,a good situation in which schol-ars express their different ideas has not formed in order to gradually reach consensus and gather power during the exploration. Thus,in theory,the “top level design” can be completed so that such design can end the situation of exploring,summarizing,and correcting during the work while it can really play a leading role in theory. Unfortunately,to promote the professor grading reform in many universities,a reasonable theory of “grading theory and methods”at a higher level has not emerged. As a result ,while the existing relative balance of the university systemic model at the same time has been broken ,a more scientific spirit,and more productive,new management system is not established so that after the profes-sor grading is adopted in some universities ,some universities carrying out fundamental reforms have not achieved the desired objectives because of the lack of a new identity reference. Therefore ,it is very urgent to think about the problem of “professor grading” and answer some new problems in the reform.