日本高校教师评价的制度逻辑:基于价值导向的视角

The Institutional Logic of Teacher Evaluation inJapanese Universities: A Value-oriented Perspective

日本高校的混合型制度环境与制度结构承载了不同主体的利益导向和价值偏好,因此,日本高校的教师评价体系是一个由多元主体、多重目标和多级结构构成的整体。本研究以学校层面的价值主体、学部层面的价值主体、学科层面的价值主体与个体层面的价值主体为逻辑起点,构建出一个日本高校教师评价的多层价值分析框架,从制度逻辑与价值交互的视角,剖析不同评价主体的价值认知作用于制度执行结果的深层逻辑。本研究认为,在大学期望价值、学部优先价值、学术等级价值和教师发展价值的导向下,日本国立大学的教师评价呈现出目标管理型评价、分级分类评价、质性化评价与协商性评价的发展特征。

The mixed institutional environment and institutional structure of Japanese colleges and universities bear the interest orientation and value preference of different subjects.Therefore,the teacher evaluation system of Japanese colleges and universities is a whole composed of multiple subjects,multiple objectives,and multilevel structures.Taking the value subject at the school,department,discipline,and individual as the logical starting point,this study constructs a multi-layer value analysis framework for the evaluation of Japanese university teachers,and analyses the deep logic of the effect of different evaluation subjects value cognition on the results of system implementation from the perspective of the interaction of system logic and value.This study proposes that,under the guidance of university expectation value,department priority value,academic grade value,and teacher development value,the teacher evaluation of national universities in Japan presents the development characteristics of objective management evaluation,hierarchical classification evaluation,qualitative evaluation,and consultative evaluation.