大理大学学报

• 教育学-心理学 • 上一篇    下一篇

基于多元学术观的高校教师分类分层管理机制

王艳梅1,徐明祥2   

  1. 1.楚雄师范学院教育学院,云南楚雄675000;2.楚雄师范学院经济与管理学院/应用经济研究所,
    云南楚雄675000
  • 收稿日期:2017-03-15 修回日期:2017-05-08 出版日期:2017-09-15 发布日期:2017-09-15
  • 作者简介:王艳梅,讲师,主要从事高等教育与学前教育研究.
  • 基金资助:
    中国高等教育学会高等教育科学研究“十三五”规划课题“卓越计划下地方本科院校教师分类分层管理机制
    研究”(16YB113);楚雄师范学院第十一批主干课程“幼儿保健学”建设项目

A Categorical and Hierarchical Management Mechanism for College Teachers#br# Based on the "Scholarship Model"

Wang Yanmei1, Xu Mingxiang2   

  1. 1. School of Education, Chuxiong Normal University, Chuxiong, Yunnan 675000, China ;2. School of Economics and Management/
    Institute of Applied Economic Research,Chuxiong Normal University, Chuxiong, Yunnan 675000, China
  • Received:2017-03-15 Revised:2017-05-08 Online:2017-09-15 Published:2017-09-15

摘要: 教学质量必须依赖于教师作用的发挥,若大学教师的学术观、绩效评价与奖励制度不能满足教师的需求,则无法有效
激励教师的积极性与创造性,人才培养质量更无从谈起。现实的情况是,因经济人理性、信息不对称、不当的学术评价与奖励
制度等导致教师在教学、科研、社会服务三者之间进行多任务替代,即教师在工作过程中重科研轻教学与社会服务,整体工作
“重量轻质”。为此,在剖析传统经典学术观及其管理机制的基础上,基于多元学术观提出了白杨树型高校教师分类分层管理
机制。

Abstract: The quality of teaching should rely on the role of teachers. If the scholarship model, and achievements evaluation and
rewarding system cannot meet the needs of teachers, their enthusiasm and creativity cannot be motivated and thus the quality of talent
cultivation is out of the question. The reality is that, due to the economic rationality, information asymmetry, and inappropriate
academic evaluation and rewarding system, college teachers have been constantly engaged in the multi-tasks of teaching, academic
research, and social services, i.e. in their working, teachers attach more importance to academic research and less importance to
teaching and social services, so that the overall working style is "emphasizing on quantity but disregarding quality". Therefore,
analyzing the traditional definition of scholarship, the present paper proposes a categorical and hierarchical management mechanism
for college teachers based on Boyer's model of scholarship.