专业化视域中的中学教师发展性评价问题研究

发布时间：2018-06-28 01:22

本文选题：教师发展性评价 + 教师专业化　；参考：《曲阜师范大学》2015年硕士论文

【摘要】：教师发展性评价,也称发展性教师评价,是以促进教师专业发展为理念和主要目的,强调多主体全方位参与,注重沟通交流与反馈,体现个体差异的过程性评价方式。其具体特征包括:第一,教师发展性评价的本质特征是“促进教师专业发展”;第二,教师发展性评价是对奖惩性评价发展的结果;第三,教师发展性评价由促进教师专业发展和促进学生及学校发展的理念共同构成,实施教师发展性评价最终还是要回归到学校的质量提升上。在教师专业化理论和自我效能感理论的指导下,对中学教师发展性评价实施情况的调查表明,现实中存在着多种突出问题:一是评价理念滞后,评价目标功利化倾向严重;二是评价指标单一量化,缺乏区分性和针对性;三是信息收集渠道匮乏,评价方式陷入僵化;四是评价过程透明度差,评价结果不够客观真实;五是评价反馈机制不健全,沟通指导严重缺失;六是评价工作对促进教师专业发展收效甚微。针对以上问题,可在中学教师发展性评价体系建设中采取下列优化对策:第一,树立促进教师、学生和学校共同发展的评价理念;第二,构建关注教师个体差异的评价指标体系,主张从三个方面——职责、绩效、素质和三个层次——入职教师、胜任教师、成熟教师分级评价;第三,运用自评为主的多主体参与评价方法,包括教师自评、同事互评、领导点评、学生普评和家长网评;第四,建立促进教师自省反思的双向评价反馈机制。以此为基础,针对中学教师发展性评价还应采纳多方面的改进措施,具体来说就是要处理好评价目的与手段的关系,发挥奖惩的激励作用;倡导评价过程的民主参与和公开透明,确保评价的公正性;变评价的结果导向为发展导向,强化目标设置的推动作用等。
[Abstract]:Teacher developmental evaluation, also known as developmental teacher evaluation, is a process evaluation method, which aims at promoting teachers' professional development, emphasizes multi-subjects' all-around participation, pays attention to communication and feedback, and reflects individual differences. Its specific characteristics include: first, the essential characteristic of teacher developmental evaluation is "promoting teacher professional development"; second, teacher developmental evaluation is the result of the development of reward and punishment evaluation; third, Teacher developmental evaluation is composed of the ideas of promoting teacher professional development and promoting the development of students and schools. The implementation of teacher developmental evaluation should finally return to the quality improvement of the school. Under the guidance of the theory of teacher specialization and the theory of self-efficacy, the investigation on the implementation of the developmental evaluation of middle school teachers shows that there are many outstanding problems in reality: first, the evaluation concept lags behind, and the tendency of evaluation goal utilitarianism is serious; Second, single quantitative evaluation indicators, lack of distinction and pertinence; third, the lack of channels for information collection, evaluation methods into ossification; fourth, poor transparency of the evaluation process, evaluation results are not objective and true; fifthly, evaluation feedback mechanism is not perfect, Sixth, evaluation has little effect on promoting teachers' professional development. In view of the above problems, we can adopt the following optimization countermeasures in the construction of the developmental evaluation system of middle school teachers: first, to establish the evaluation concept to promote the development of teachers, students and schools; second, Construct the evaluation index system that pays attention to the teacher's individual difference, advocate from three aspects: responsibility, performance, quality and three levels of teachers, competent teachers, mature teachers grading evaluation; third, Using the self-assessment of multi-subject participation evaluation methods, including teacher self-evaluation, colleagues mutual evaluation, leadership evaluation, students' general evaluation and parents' online evaluation; fourth, to establish a two-way evaluation feedback mechanism to promote teachers' introspection and introspection. On this basis, we should adopt many measures to improve the developmental evaluation of middle school teachers. Specifically, we should deal with the relationship between the evaluation purpose and the means, and give play to the incentive role of rewards and punishments; We advocate democratic participation and transparency in the evaluation process, ensure the fairness of evaluation, change the results of evaluation to development orientation, and strengthen the role of goal setting.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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