上海教育评估研究

优绩主义主导的高校教师学术评价以可量化绩效为核心依据，试图通过竞争机制实现效率提升与学术卓越，但在实践中逐渐偏离知识创新与人才培养的根本目标。其内在表现为目标置换、激励异化、功能锁定与发展固化等制度性悖论，外在则表现为评价目标功利化、评价标准单一化、评价主体行政化和学术生态竞争化等结构性困境。高校教师学术评价改革应突破指标修补思路，推动评价范式由绩效控制转向发展促进：在目标上回归学术本位，在标准上坚持分类多元，在治理上强化协同参与，在生态上培育合作共生。通过多维协同的制度重构，使学术评价真正回归服务教师发展、促进学术繁荣与服务大学使命实现的本质定位。

Academic evaluation for university faculty, dominated by meritocracy, takes quantifiable performance as its core basis and seeks to enhance efficiency and achieve academic excellence through competitive mechanisms. However, in practice, it has gradually deviated from the fundamental goals of knowledge innovation and talent cultivation. Internally, it presents institutional paradoxes such as goal displacement, incentive alienation, functional lock-in, and developmental solidification. Externally, it manifests structural dilemmas including utilitarianization of evaluation objectives, simplification of evaluation criteria, administerization of evaluation subjects, and the competition-oriented academic ecology. The reform of academic evaluation for university faculty should break through the mindset of indicator adjustment and promote the transformation of the evaluation paradigm from performance control to development facilitation: returning to academic orientation in objectives, adhering to classified and diversified standards, strengthening collaborative participation in governance, and fostering a cooperative and symbiotic ecology. Through multidimensional and collaborative institutional reconstruction, academic evaluation can truly return to its essential positioning of serving faculty development, academic prosperity, and the realization of the university's mission.