美国高校教师学术评价的改革逻辑与推进机制

Reform Logic and Promotion Mechanism of Academic Evaluation of American University Teachers

与其他领域评价不同,学术评价的核心特征在于尊重学术性,目的在于促进知识生产创新。早在20世纪90年代,美国高校就开始围绕教师学术评价发起了一系列的评价改革运动。从改革逻辑看,保持学术自由与伦理秩序的适度张力、同行评议与惩戒监督的相互约束、程序公正与质量中心的过程保障、系统整合与学科分类的机制创新始终是美国高校教师学术评价改革的文化根基和思想堡垒。为确保改革按照理想运行逻辑推进,美国高校在基于同行评议的学术共同体保障、分类管理的多元化评价方式、知识生产的创新性学术贡献、程序正义的学术责任伦理形塑等方面进行了重点突破。在深化教师学术评价改革的新时代背景下,美国高校的经验和教训可以为我国提供些许有益启发和借鉴。

Different from the evaluation in other fields,the core feature of academic evaluation is to respect the academic nature and promote the innovation of knowledge production. As early as the 1990s,American colleges and universities began to launch a series of evaluation reform movements around teachers’ academic evaluation. From the perspective of reform logic,maintaining the moderate tension between academic freedom and ethical order,mutual restraint between peer review and Disciplinary Supervision,process guarantee of procedural justice and quality center,and mechanism innovation of system integration and discipline classification have always been the cultural foundation and ideological bastion of American University Teachers’ academic evaluation. In order to ensure that the reform is carried out in accordance with the ideal operation logic,American colleges and universities have made breakthroughs in the aspects of academic community guarantee based on peer review,diversified evaluation methods based on classification management,innovative academic contributions based on knowledge production,and ethical shaping of academic responsibility based on procedural justice. In the new era of deepening the reform of teachers’ academic evaluation,the experience and lessons of American colleges and universities can provide a lot of useful inspiration and reference for China.