The Generation and Resolution of Resistance in the "Field-Discourse" of University Teacher Evaluation

The reform of university teacher evaluation is a crucial institutional change for driving high-quality development in higher education. However, its implementation has been mired in deep-seated resistance, with outcomes falling short of expectations. The existing research, often confined to technical rationality and micro-level improvements, lack of a systematic framework to reveal the underlying mechanisms generating this resistance. To address this gap, this study integrates Bourdieu's field theory with Foucault's discourse analysis to construct a comprehensive "field-discourse" analytical framework. This framework is employed to rigorously deconstruct the reform predicament. The research finds that the resistance is not merely superficial implementation failure but stems from the systemic reproduction of a power-discourse regime underpinned by "digital governmentality." This manifests as three intertwined obstacles: structural, behavioral, and discursive. Based on this diagnosis, the study endeavors to reconstruct the evaluation system by proposing a four-dimensional pathway focusing on discourse production, dissemination, identification, and practice. This approach aims to dismantle the reproductive cycle of the "Five-Only" regime and fundamentally transform the evaluation paradigm from a "quantification-dominated" model to one of "pluralistic integration."