从“五唯”到“多维”:高校教师学术评价的变革

Transferring“Five-only”to“Multi-dimension”:Reform of Academic Evaluation of University Teachers

学术评价具有高度复杂性和系统性,容易受到多重因素的困扰。长期以来,高校教师学术评价因“五唯”困扰而饱受诟病,其不仅助长了学术研究的急功近利和浮躁之风,还在客观上导致了大量学术泡沫的产生。自“破五唯”政策实施以来,虽然各大高校纷纷开启了一系列学术变革活动,推出了诸如“学术代表作制”等种种新举措,但从“破五唯”的政策精神看,诸多举措仍然存在“治标不治本”的形式主义问题,陷入认识论方面的理解误区。推进学术评价变革需要建立在尊重内外部矛盾以及相关规律的基础之上。从“五唯”到“多维”的评价变革体现的是对不同学术研究逻辑与知识生产规律的尊重,也是对不同类型高校、不同学科责任使命的尊重。

Academic evaluation is highly complex and systematic,and is influenced by multiple factors.For a long time,the academic evaluation of university teachers has been criticized by“five only”.It not only leads to instant and impetuous results,but also objectively results in academic bubbles.Since the implementation of the“breaking the five-only”policy,although major universities have launched a series of academic reform activities and taken various new measures such as“academic representative system”,from the perspective of the spiritual connotation of the policy,many measures still have the formalism problem,which falls into the misunderstanding of epistemology.Promoting the reform of academic evaluation needs to be based on respecting internal and external contradictions and relevant laws.The transformation from“five-only”to“multi dimensional”evaluation reflects the respect for academic research logic and knowledge production law,as well as the responsibility and mission of different types of universities and different disciplines.