The Reform Of Academic Evaluation Mechanism Of College Teachers

Academic evaluation mechanism of college teachers is considered to be the key mechanism in the whole academic system.which can not only directly guide and standardize the academic behavior of individual college teachers,but also affect the knowledge production innovation of the entire country and even human society.In different historical periods,the academic evaluation ecosystem is faced with different internal and external contradictions.How to reconstruct the new ecology of academic evaluation of college teachers based on the transformation and change of evaluation methods in the context of the "breaking five onlys" in the new era is a breakthrough point that needs to be paid attention to in higher education policy research.Fundamentally,academic evaluation of college teachers is a complex academic activity rather than a simple management activity,but the current academic evaluation shows an excessive tendency of quantification,simplification and administration due to the strong influence of performance management.In view of this,the research is based on the academic community,knowledge production and scientific research evaluation theory,focusing on key issues such as "who will evaluate","what to evaluate","how to evaluate" and "how to guarantee",according to the content logic of "change basis-why change-what to change-how to change-path selection",and comprehensively use literature research,text analysis,questionnaire surveys,case interviews and comparative studies to carry out in-depth and systematic research.In order to deeply present and display the ought mechanism and actual state of the reform of the academic evaluation mechanism of college teachers,the research is divided into five parts: theoretical interpretation,motivation analysis,empirical investigation,comparative reference,optimization and improvement.The main contents and conclusions are as follows:First,the core of the reform of the academic evaluation mechanism of college teachers is to stimulate the ecological vitality of academic innovation and ensure the fairness,authority and scientific nature of evaluation.Through historical and logical analysis,the research explains its theoretical basis from two aspects: one is the internal logic of the reform,which mainly combines the academic community theory to explain the internal logic of the reform of the academic evaluation mechanism,and clarifies the relationship boundary of academic,management and social subjects in academic research.The second is the theoretical framework of reform,combines the knowledge production creation theory to explain the theoretical basis of qualitative evaluation and quantitative evaluation,so as to lay a foundation for promoting the improvement of the new evaluation mechanism with quality as the core and emphasizing the contribution and impact of landmark achievements.Second,academic evaluation is different from management evaluation and economic evaluation.To promote its mechanism reform,we must seek solutions within the academic framework and reflect the respect for academic nature.Taking this as the starting point,through empirical analysis,the research finds through empirical analysis that the motivations for the reform of the academic evaluation mechanism of college teachers include two aspects: one is the internal motivation,which mainly includes the academic autonomy demands of the academic community and the needs of knowledge production innovation.The second is the external motivation,which mainly includes the reform of the management system of college teachers under the separation of management and evaluation offices,the crisis of evaluation methods where performanceism prevails,and the impact of non-academic evaluation under the new relationship between government,industry,academia and capital.Third,the promotion of the reform of the academic evaluation mechanism of college teachers is affected by multiple factors,presenting a series of practical difficulties.Through questionnaire surveys and interviews,it was found that its dilemma is manifested in four aspects: first,from the perspective of the evaluation subject,the evaluation leading mechanism based on the academic community is not yet perfect;second,from the perspective of the evaluation object,there are still many controversies about the judgment standard of academic quality;third,from the perspective of the evaluation method,the quantitative system is widely adopted by universities and colleges,and various drawbacks are increasingly exposed;fourth,from the perspective of the evaluation process,the procedural guarantee based on impartiality,authority and scientificity still needs to be improved.Fourth,how to promote the reform of the academic evaluation mechanism of college teachers is a worldwide topic.The United States,Germany and Japan are the most representative and typical,which has outstanding inspirational value for China.Among them,American academic community reflected on the increasingly narrow tendency of academic evaluation in the 1980 s,and it was during this reflection that related systems such as peer review gradually became mature;German higher education has the characteristics of a dual-track system,with distinct applied and research-oriented classification evaluation characteristics;Japan has been affected by the cross-integration of Eastern and Western education cultures,and has gradually formed a diversified evaluation system that combines qualitative and quantitative characteristics with both Eastern and Western characteristics.Finally,in the context of reconstructing the new era with the characteristics of Chinese academic discourse,the research believes that to promote the reform of the academic evaluation mechanism of college teachers,it is necessary to focus on four aspects: first,in the value-oriented mechanism,pay more attention to the construction of the localized academic evaluation discourse system;second,in the classification management mechanism,to promote the refinement of academic evaluation standards for college teachers,it can be based on categories such as college level,subject attributes,research types,teachers' academic life and professional title levels;Third,in the procedural guarantee mechanism,it is necessary to give play to the leading role of the academic community and promote the improvement of the quality review procedure based on peer review by deepening the allocation reform of the separation of "management and evaluation offices" and the combination of "decentralization and management services";fourth,in the supervision and incentive mechanism,it is necessary to adhere to the combination of internal accountability and external accountability,while strengthening the punishment of academic misconduct,we should pay attention to the encouragement and tolerance of academic creation.