破“五唯”政策视角下的学术成果评价研究

最近,教育部、科技部等部门出台了多个破除"五唯"不良倾向的政策文件,特别强调要破除学术成果评价中的"五唯"导向.那么,我国学术成果评价究竟存在哪些问题、原因何在、如何解决?梳理已有文献发现:目前我国学术成果评价容易受到作者个人和单位级别的影响;学术成果评价与个人利益、单位利益相联系;单位的学术成果评价制度受到各级政府部门出台的政策文件影响;交叉学科学术成果评价存在盲区.分析认为:全球各评估机构发布学术评估指标的导向作用,国家、省部级及各级教学科研单位制定的学术成果评价制度,按照学科专业细分学术成果的相关制度等,均是造成不良评价倾向的诱因.为此,笔者借鉴发达国家学术成果评价的成功经验,结合我国学术成果评价的目的,建议重新审视我国学术成果评价制度,不唯论文不是不要论文,进而完善我国学术成果的评价方法,鼓励创作出有价值、高水平的原创学术成果.

Research on the assessment of academic achievements from the perspective of the policy of removing the"five standards for profession elevation"

Recently, the Ministry of Education, the Ministry of Science and Technology and other departments have issued policy documents to abolish the malpractice of "five standards for profession elevation", with special emphasis on removing the "five standards" orientation in academic assessment. So, what are the problems in the academic assessment system of China, what are the reasons, and how to solve them? After combing the existing literature, we find that:at present, the evaluation of academic achievements in China is susceptible to the rank of authors or units. Personal interests and unit interests are related to the assessments. The units'' academic assessment system is affected by policy documents issued by government departments at all levels, and there are blind areas in the evaluation of interdisciplinary academic achievements. After analyzing, the orientation of academic assessment indicators issued by evaluation institutions around the world, the academic assessment systems established at all levels of teaching and research institutions, and the relevant systems for subdividing academic achievements according to disciplines and majors, are causes for the ill practices mentioned above. Drawing on the successful experience of academic assessment in developed countries and taking the purpose of China''s academic assessment into consideration, we suggest re-examining China''s academic assessment system, so as to improve it and encourage scholars to have more meaningful and high-level academic achievements, where removing the standards of essays only doesn''t mean absolutely abandoning essays as an indicator in the assessment.