【摘要】 从第四代评价理论的视角看，清除制约“推动高校教学卓越、多元发展”目标实现的科学主义评价要素弊端，是英国新一轮“教学卓越框架”（TEF2023）的主要改革缘由。对此，TEF2023全面提高评级要求并有效结合分维度和综合评价，将“教学卓越特征”要素融入评价标准并有效结合定性和定量评价，优化专家遴选与任务分配规则并有效结合专家决策和高校申诉工作。这些改革展现出英国对维护高校生态多样性、实现高校教学高质量发展的更深层次探索。我国新时代教育评价改革的总体目标与英国类似，英国的改革举措及其经验启示我国应从优化高校教学评价的价值理念、指标内容和过程安排入手，加速实现高等教育的高质量、内涵式发展。更多还原

【Abstract】 From the perspective of the fourth generation evaluation theory,the main reason for the reform of the new round of Teaching Excellence Framework(TEF2023) in UK is removing the scientistic evaluation elements that constrain the fulfilment of the goal of promoting the diversified teaching excellence in the field of higher education. In this regard,TEF2023 improves the rating requirements for each level of the hierarchical evaluation system and effectively combines sub-dimensions and comprehensive evaluation,integrates thirteen "features of excellence" into the evaluation standard and organically combines the qualitative and quantitative evaluation method,optimizes the expert selection and task allocation rules and embeds the appeal mechanism in the decision-making process.These reforms demonstrate UK’s deeper exploration of maintaining the ecological diversity of universities and realizing the high-quality development of higher education. The overall goal of China’s educational evaluation reform in the new era is similar to that of the UK.UK’s reform measures and its experience have revealed that China can accelerate the realization of high-quality and connotative development of higher education by starting from optimizing value concepts,indicator contents and process arrangements of the university teaching evaluation.更多还原