【摘要】：教學(xué)團(tuán)隊(duì)與高水平教師隊(duì)伍建設(shè)是高等學(xué)校本科教學(xué)質(zhì)量與教學(xué)改革工程中的重要項(xiàng)目。從我國(guó)高校教學(xué)團(tuán)隊(duì)建設(shè)與管理的現(xiàn)實(shí)需要考慮,對(duì)高校教學(xué)團(tuán)隊(duì)進(jìn)行科學(xué)合理的績(jī)效評(píng)價(jià)是十分必要的,而如何建立和完善高校教學(xué)團(tuán)隊(duì)的績(jī)效評(píng)價(jià)體系則是當(dāng)前需要解決的關(guān)鍵問(wèn)題。 在高校教學(xué)團(tuán)隊(duì)績(jī)效評(píng)價(jià)中,需根據(jù)高校教學(xué)團(tuán)隊(duì)的目標(biāo)任務(wù)或績(jī)效標(biāo)準(zhǔn),依照一定的評(píng)價(jià)原則和評(píng)價(jià)方法,對(duì)高校教學(xué)團(tuán)隊(duì)及其成員的任務(wù)完成情況、目標(biāo)實(shí)現(xiàn)程度以及能力發(fā)展情況進(jìn)行科學(xué)合理的綜合描述。高校教學(xué)團(tuán)隊(duì)績(jī)效評(píng)價(jià)的指標(biāo)體系應(yīng)根據(jù)團(tuán)隊(duì)自身特點(diǎn)和發(fā)展規(guī)律,從成員個(gè)體層面和團(tuán)隊(duì)整體層面進(jìn)行設(shè)計(jì)。具體做法是,參照企業(yè)績(jī)效評(píng)價(jià)中的平衡記分卡,在分析國(guó)家級(jí)教學(xué)團(tuán)隊(duì)遴選要求和高水平教學(xué)團(tuán)隊(duì)基本特征的基礎(chǔ)上,建立高校教學(xué)團(tuán)隊(duì)的平衡記分卡,并結(jié)合已有相關(guān)研究成果確定團(tuán)隊(duì)層面的績(jī)效評(píng)價(jià)指標(biāo),再借助角色-業(yè)績(jī)矩陣確定個(gè)體層面的績(jī)效評(píng)價(jià)指標(biāo)。結(jié)合高校教學(xué)團(tuán)隊(duì)績(jī)效的影響因素,對(duì)于高校教學(xué)團(tuán)隊(duì)整體,可以從團(tuán)隊(duì)組成結(jié)構(gòu)、教學(xué)建設(shè)與改革、成員學(xué)習(xí)與發(fā)展、團(tuán)隊(duì)運(yùn)行保障四個(gè)方面進(jìn)行評(píng)價(jià)；對(duì)于團(tuán)隊(duì)教師個(gè)體層面,可以從專業(yè)素質(zhì)、工作業(yè)績(jī)和團(tuán)隊(duì)精神三個(gè)方面進(jìn)行評(píng)價(jià)。確定績(jī)效評(píng)價(jià)指標(biāo)后,可以采用五等級(jí)評(píng)價(jià)法為每個(gè)指標(biāo)制定相應(yīng)的評(píng)價(jià)標(biāo)準(zhǔn),并依據(jù)一定的權(quán)重值對(duì)各單項(xiàng)指標(biāo)評(píng)判進(jìn)行綜合。層次分析法是一種比較常用的權(quán)重確定方法,包括建立層次結(jié)構(gòu)模型、構(gòu)造比較判斷矩陣、計(jì)算單排序權(quán)重值及一致性檢驗(yàn)、計(jì)算總排序權(quán)重值及一致性檢驗(yàn)等基本步驟。為了降低加權(quán)計(jì)算的難度,可以對(duì)指標(biāo)體系的權(quán)重進(jìn)行適當(dāng)?shù)娜≌麅?yōu)化。由于不同類型、不同發(fā)展階段的教學(xué)團(tuán)隊(duì)具有不同的目標(biāo)任務(wù)和績(jī)效特征,需要根據(jù)團(tuán)隊(duì)的發(fā)展變化不斷地修正和完善指標(biāo)體系,同時(shí)根據(jù)團(tuán)隊(duì)的實(shí)際情況來(lái)調(diào)整指標(biāo)權(quán)重的分配情況。 績(jī)效評(píng)價(jià)是一個(gè)系統(tǒng)而又復(fù)雜的過(guò)程,需要有針對(duì)性地收集績(jī)效信息并進(jìn)行相應(yīng)的績(jī)效分析。在實(shí)施高校教學(xué)團(tuán)隊(duì)績(jī)效評(píng)價(jià)時(shí),應(yīng)明確高校教學(xué)團(tuán)隊(duì)建設(shè)的目標(biāo)任務(wù),樹(shù)立正確的績(jī)效評(píng)價(jià)觀念,營(yíng)造良好的績(jī)效評(píng)價(jià)氛圍和制定有效的績(jī)效評(píng)價(jià)保障措施。
[Abstract]:The construction of teaching team and high level teachers is an important project in undergraduate teaching quality and teaching reform project in colleges and universities. It is necessary to carry out scientific and reasonable performance evaluation of teaching teams in colleges and universities from the point of view of the practical needs of the construction and management of teaching teams in colleges and universities in China. How to establish and perfect the performance evaluation system of teaching teams in colleges and universities is the key problem to be solved at present. In the performance evaluation of college teaching team, according to the target task or performance standard of university teaching team, according to certain evaluation principle and evaluation method, the task of university teaching team and its members should be completed. The degree of achievement of the goal and the development of the ability are described in a scientific and reasonable way. The index system of teaching team performance evaluation in colleges and universities should be designed from the individual level and the overall level of the team according to the characteristics of the team and the law of its development. According to the balanced scorecard of enterprise performance evaluation, this paper establishes the balanced scorecard of teaching team in colleges and universities on the basis of analyzing the selection requirements of national teaching team and the basic characteristics of high-level teaching team. Combined with the existing research results to determine the team level performance evaluation indicators, and then with the help of role-performance matrix to determine the individual level of performance evaluation indicators. Combined with the influencing factors of teaching team performance in colleges and universities, we can evaluate the whole teaching team from four aspects: team structure, teaching construction and reform, member learning and development, and team operation guarantee. Team teachers can be evaluated from three aspects: professional quality, work performance and team spirit. After determining the performance evaluation index, the five-grade evaluation method can be used to establish the corresponding evaluation standard for each index, and the evaluation of each single index can be synthesized according to the certain weight value. The Analytic hierarchy process (AHP) is a commonly used method for weight determination, which includes the establishment of a hierarchical structure model, the construction of a comparative judgment matrix, the calculation of the weight value and consistency test of a single sort, and the calculation of the total ranking weight value and consistency test. In order to reduce the difficulty of weighting calculation, the weight of index system can be optimized properly. Due to different types and different development stages of teaching teams have different target tasks and performance characteristics, it is necessary to constantly revise and improve the index system according to the development and changes of the team. At the same time according to the actual situation of the team to adjust the distribution of index weight. Performance evaluation is a systematic and complex process. In implementing the performance evaluation of teaching team in colleges and universities, we should make clear the target task of the construction of teaching team, set up the correct concept of performance evaluation, create a good atmosphere of performance evaluation and formulate effective measures to guarantee the performance evaluation.
【學(xué)位授予單位】：武漢理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G647.2

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