高校教师评价改革政策执行偏差及其矫正OACHSSCD

University teacher evaluation serves as a guiding mechanism for optimizing faculty development in the new era.Applying Matland's Ambiguity-conflict Model to theoretically analyze the implementation deviation of university teacher evaluation reform policies reveals that these policies exhibit high ambiguity in the dimensions of policy goals,pol-icy coherence,and policy instruments,alongside high conflict in the dimensions of power,values,and structural realities.The behavioral interactions among the three key implementing actors,namely local education administrative departments,universities and teachers,result in an overlapping implementation pattern characterized by mechanistic,symbolic,and se-lective approaches.This,in turn,leads to implementation deviations manifesting as the alienation of evaluation methods,the dissolution of evaluation priorities,and the suppression of necessary shifts in evaluation focus.Consequently,correcting these deviations requires clarifying the core objectives of the policies and harmonizing diverse stakeholder interests.Such correction is essential to deepen education evaluation reform in the new era and promote the high-quality development of higher education.