我国高校教师职称评审改革评析
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摘要
教师职称评审权下放至高校,是我国高等教育的重大改革,也符合历史和世界发展潮流。但任何改革都无法实现尽善尽美,这次改革仍存在可能受行政干预、在实际操作中遭遇客观困难、无法解决教师晋职后动力不足等问题。从治理的视域考察,今后我国高校教师职称评审应实现完全的自治;解决现阶段评审中代表作不具代表性,科研业绩评价只重课题立项数而轻结题数,社会服务标准难确定或被忽视等问题;改变现行监管中重结果监管而轻过程监管、重操作监管而轻规则监管的状况,并在监管办法中规定司法救济的途径。这些改革将进一步激发高校的内生动力和活力。
Decentralization of the teachers' title assessment authority in Universities is a major reform of higher education in China, which is also in line with the historical and world trends of development. However, no reform can achieve perfection. This reform still requires improvement in administrative intervention, objective difficulties encountered in practical operation, and inadequate motivation after the promotion of teachers. From the perspective of governance, the evaluation of teachers' professional titles in universities in China should be completely autonomous in the future, solve the problems of non-representativeness of representative works in the evaluation at present stage.Besides, it should not only stress on the number of projects by neglecting the number of problems in the evaluation of scientific research achievements. It is difficult to determine social service standards. Therefore, it is essential to change the current situation in which results-based supervision is more important than process-based supervision, operationbased supervision is more important than rules-based supervision, and it needs to stipulate the way of judicial remedy in the supervision method. These reforms will further stimulate the internal impetus and vitality of the universities.
Decentralization of the teachers' title assessment authority in Universities is a major reform of higher education in China, which is also in line with the historical and world trends of development. However, no reform can achieve perfection. This reform still requires improvement in administrative intervention, objective difficulties encountered in practical operation, and inadequate motivation after the promotion of teachers. From the perspective of governance, the evaluation of teachers' professional titles in universities in China should be completely autonomous in the future, solve the problems of non-representativeness of representative works in the evaluation at present stage.Besides, it should not only stress on the number of projects by neglecting the number of problems in the evaluation of scientific research achievements. It is difficult to determine social service standards. Therefore, it is essential to change the current situation in which results-based supervision is more important than process-based supervision, operationbased supervision is more important than rules-based supervision, and it needs to stipulate the way of judicial remedy in the supervision method. These reforms will further stimulate the internal impetus and vitality of the universities.
引文
[1]祁占勇.高等学校法人内部治理结构研究[M].北京:教育科学出版社,2012:69.
[2]教育部.具有教授或者副教授评审权的高等学校名单(截至2012年12月)[EB/OL].[2018-03-04].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_686/201012/113172.html
[3]孙福兵.国外高校教师职称制度的特点及启示[J].吉林工程技术师范学院学报,2010(09):32-33.
[4]王凌峰.大学治理结构视角下的高校职称评审模式选择[J].社科纵横,2013(04):144.
[5]前溪.高校职称评审先要去行政化[J].教育与职业,2015(04):86.
[6]习近平.切实把思想统一到党的十八届三中全会精神上来[J].求是,2014(01):3.
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[8]王庆环.挖人才,请对中西部高校“手下留情”[N].光明日报, 2017-02-25(06).
[9]张卫军.政府放管服视域下高校职称“三自”评审制度探析[J].黑龙江高教研究,2017(07):79.
[10]牛风蕊.地方高校教师职称制度改革中的多元权力及其博弈[J].淮海工学院学报(人文社会科学版),2016(09):119.
[11]张红峰.大学共同治理的博弈机制研究[J].大学教育科学,2018(01):76.
[12]郝明金.行政行为的可诉性研究[M].北京:中国人民公安大学出版社,2005:82.
[13]占才强,吴雪峰.武汉大学法学院副教授疑因未评上职称殴打评委[EB/OL].[2018-03-28].http://news.sina.com.cn/s/2012-04-30/163724351427.shtml
[14]陈亮.法治思维引领下的国家教育治理体系创新[J].河北师范大学学报(教育科学版),2016(01):113.
[15]姚荣.论我国公立高校教师职称评审权的公法规制[J].高校教育管理,2017(04):47.
(1)郭京霞.一讲师状告教育部不作为败诉[N].检察日报,2003-06-17(03);邹建锋.华中科大两教师不满职称评定将教育部告上法庭[N].中国经济时报,2003-11-05(05);李鸿光,何文庆.教授状告“外行评内行”,国内首例教师职称评审诉讼被驳回[N].劳动报,1999-12-15(02).
[2]教育部.具有教授或者副教授评审权的高等学校名单(截至2012年12月)[EB/OL].[2018-03-04].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_686/201012/113172.html
[3]孙福兵.国外高校教师职称制度的特点及启示[J].吉林工程技术师范学院学报,2010(09):32-33.
[4]王凌峰.大学治理结构视角下的高校职称评审模式选择[J].社科纵横,2013(04):144.
[5]前溪.高校职称评审先要去行政化[J].教育与职业,2015(04):86.
[6]习近平.切实把思想统一到党的十八届三中全会精神上来[J].求是,2014(01):3.
[7]俞可平.论国家治理现代化[M].北京:社会科学文献出版社,2014:21.
[8]王庆环.挖人才,请对中西部高校“手下留情”[N].光明日报, 2017-02-25(06).
[9]张卫军.政府放管服视域下高校职称“三自”评审制度探析[J].黑龙江高教研究,2017(07):79.
[10]牛风蕊.地方高校教师职称制度改革中的多元权力及其博弈[J].淮海工学院学报(人文社会科学版),2016(09):119.
[11]张红峰.大学共同治理的博弈机制研究[J].大学教育科学,2018(01):76.
[12]郝明金.行政行为的可诉性研究[M].北京:中国人民公安大学出版社,2005:82.
[13]占才强,吴雪峰.武汉大学法学院副教授疑因未评上职称殴打评委[EB/OL].[2018-03-28].http://news.sina.com.cn/s/2012-04-30/163724351427.shtml
[14]陈亮.法治思维引领下的国家教育治理体系创新[J].河北师范大学学报(教育科学版),2016(01):113.
[15]姚荣.论我国公立高校教师职称评审权的公法规制[J].高校教育管理,2017(04):47.
(1)郭京霞.一讲师状告教育部不作为败诉[N].检察日报,2003-06-17(03);邹建锋.华中科大两教师不满职称评定将教育部告上法庭[N].中国经济时报,2003-11-05(05);李鸿光,何文庆.教授状告“外行评内行”,国内首例教师职称评审诉讼被驳回[N].劳动报,1999-12-15(02).