从符号到知识:高校教师学术增值评价的困顿与进路

From Symbol to Knowledge:The Dilemma and Approach of Academic Value-Added Evaluation for University Teachers

学术增值评价强调对人类知识生产创新的纵向衡量,被认为是一种关注发展性的前沿教育评价方式。为提升高校教师学术增值评价的实效,以符号和知识的关系转化为理论视角考察其实践困顿与应然进路。结果发现:高校教师正在遭遇来自等级制符号系统的无声暴力,其中,学术增值的识别难题、符号与知识的价值转换困境以及从符号到知识的机制性障碍成为增值评价面临的突出矛盾。基于此,重构符号识别机制、探索基于同行评议的学术代表作制,探寻符号本体价值、激发教师作为创新主体的内驱动力,健全符号系统功能、促进基于分类管理的评价方式多元化将成为推动高校教师学术增值评价发挥实效的未来进路。

Academic value-added evaluation emphasizes the measurement of human knowledge production innovation at the vertical level,which is considered as a cutting-edge educational evaluation method focusing on development.In order to improve the effectiveness of academic value-added evaluation for university teachers,this paper examines its practical difficulties and necessary approaches from the theoretical perspective of transforming the relationship between symbol and knowledge.The results show that university teachers are experiencing silent violence from the evaluation system of hierarchical symbol.Among them,the identification problem of value-added academic achievement,the value transformation dilemma between symbol and knowledge,and the institutional obstacle from symbol to knowledge have become the prominent contradictions faced by value-added evaluation.Based on the aforementioned findings,the future approach to enhance the effectiveness of academic value-added evaluation for university teachers lies in reconstructing the symbol recognition mechanism and exploring the academic representative work system based on peer review,exploring the ontological value of symbol and stimulating the internal driving force of teachers as the main body of innovation,and improving the function of symbol system and promoting the diversification of evaluation methods based on classified management.