德国高校教师学术评价机制变革:矛盾冲突与关系平衡

Reform of Academic Evaluation Mechanism of Teachers in German Universities:Contradiction and Balance

自洪堡理念诞生以来,推进基于知识生产创新的教师学术评价机制优化便成为德国高校努力的方向。经过近两个世纪的探索,德国高校教师学术评价机制在全球范围内可谓独树一帜。从历史发展看,学术职业吸引力下降和学术评价规范性遭受质疑是推动德国高校教师学术评价机制变革的冲突根源;从深层原因看,学术自治与行政管理、个体自由与社会干预、评价量化要求与成果不可量化的关系矛盾始终是主导其机制变革的冲突关键。故而,动态平衡个体与组织、自由与秩序、绩效与需求的关系复杂性被认为是德国高校教师学术评价机制演变的内在发展逻辑。

Since the birth of Humboldt idea,the optimization of teachers’ academic evaluation mechanism based on knowledge production innovation has become the direction of German universities.After nearly two centuries of exploration,the academic evaluation mechanism of German university teachers is unique in the world.From the historical development point of view,the decline of academic professional attractiveness and the questioning of academic evaluation standardization are the root causes of the conflict that promote the reform of academic evaluation mechanism of teachers in German universities.From the perspective of deep reasons,the conflicts between academic autonomy and administrative management,individual freedom and social intervention,and the quantitative requirements of evaluation and unquantifiable achievements are always the key conflicts leading the reform of its mechanism.Therefore,the complexity of the relationship between dynamic balance of individual and organization,freedom and order,performance and demand is regarded as the internal development logic of the evolution of the academic evaluation mechanism of teachers in German universities.