淄博市发展性教师评价的调查研究
发布时间：2018-09-07 18:32
【摘要】： 影响教师发展的因素很多,其中教师评价就是很重要的一个方面。教师评价是学校管理活动中不可缺少的一个重要组成部分。如何建立一种符合时代发展要求和现代教育理念,促进教师发展的发展性教师评价机制,是值得探讨的问题。 本研究探讨了发展性教师评价的基本理论,廓清了发展性教师评价的内涵和基本原则,分析了发展性教师评价的理论依据,并对发展性教师评价和现行教师评价进行了比较研究。发展性教师评价,以促进教师专业发展为目的,是一种依据目标,重视过程,及时反馈,促进发展的形成性评价。它没有将教师评价结果作为奖励和惩罚的依据。其方向——面对未来,目的——促进全体教师的发展,功能——导向、激励、发展为主,方式——形成性的教师评价;在启动方式上注重教师自己的成就期望,把教师的需要当作评价的动机和力量。而现行的教师评价是终结性评价,其特点主要是面向过去,特别注重教师在评价前的工作表现,并根据教师的工作表现,判断他们是否已经具备奖励或处罚的条件。 为全面了解淄博市现行教师评价中存在的问题,本研究对淄博市240名中小学教师进行了调查,通过分析反映出以下问题: 1、评价政策宣传不够,现行教师评价制度滞后于新课程改革的发展需要 2、发展性教师评价的目的符合教师心声,但现行教师评价目的与教师期望不一致 3、在现行教师评价的实施过程中,教师主体地位没有得到足够重视 4、现行教师评价指标不全面,不利于教师的专业发展 5、现行教师评价是以学校行政管理为主,评价方式简单量化 6、评价反馈不及时,不能有效激励教师改进教学 针对现行教师评价中存在的问题,笔者提出了以下几个方面的改进措施: 1、加强评价政策的宣传学习,提高认识,更新观念 2、正确处理好奖惩性评价和发展性评价的关系,突出评价的发展性功能 3、尊重教师主体地位,调动教师主动参与教师评价的积极性 4、优化评价指标体系,重视教师的个体差异 5、以教师自评为主,合理运用多元评价主体的评价结果 6、恰当运用评价反馈,发挥评价的积极作用 以上措施在评价中注重了评价程序的科学性,强调评价中要从实际出发,结合学校和教师的实际情况灵活进行,并不要求整齐划一,具有一定的科学性和可行性。
[Abstract]:There are many factors that affect the development of teachers, among which teacher evaluation is an important aspect. Teacher evaluation is an indispensable part of school management activities. It is worth discussing how to establish a kind of developmental teacher evaluation mechanism which accords with the development requirement of the times and modern educational idea and promotes the teacher development. This study discusses the basic theory of developmental teacher evaluation, clarifies the connotation and basic principles of developmental teacher evaluation, and analyzes the theoretical basis of developmental teacher evaluation. A comparative study is made between the developmental teacher evaluation and the current teacher evaluation. The developmental teacher evaluation, which aims at promoting the professional development of teachers, is a formative evaluation, which is based on the goal, attaches importance to the process, feedback in time, and promotes the development. It does not use teachers' evaluation results as a basis for reward and punishment. Its direction-facing the future, the purpose-promoting the development of all teachers, function-oriented, incentive, development-oriented, mode-formative evaluation of teachers; in the way of starting the teachers pay attention to their own achievement expectations, Regard teachers' needs as the motivation and power of evaluation. But the current teacher evaluation is the summative evaluation, its characteristic is mainly facing the past, pays special attention to the teacher's work performance before the evaluation, and according to the teacher's work performance, judges whether they already have the reward or the punishment condition. In order to fully understand the existing problems in teachers' evaluation in Zibo City, this study investigated 240 primary and secondary school teachers in Zibo City. The analysis shows the following problems: 1, the evaluation policy propaganda is not enough, The current teacher evaluation system lags behind the development needs of the new curriculum reform. However, the purpose of the current teacher evaluation is inconsistent with the teacher's expectation. In the implementation of the current teacher evaluation, the teacher's main position has not been paid enough attention to, and the current teachers' evaluation index is not comprehensive. It is not conducive to the professional development of teachers. At present, teachers' evaluation is mainly based on school administration, and the evaluation method is simple and quantifiable, and the evaluation feedback is not timely. Can not effectively encourage teachers to improve teaching in view of the existing problems in the evaluation of teachers, the author proposed the following aspects of improvement measures: 1, strengthen the evaluation policy of propaganda and learning, Raise awareness, renew concept 2, correctly handle the relationship between reward and punishment evaluation and developmental evaluation, emphasize the developmental function of evaluation 3, respect the status of teachers as the main body, Arouse teachers' initiative to participate in teacher evaluation 4, optimize the evaluation index system, attach importance to the individual difference of teachers, take teacher self-evaluation as the main factor, The rational use of the evaluation results of multiple evaluation subjects 6, the appropriate use of evaluation feedback, play an active role in the evaluation of the above measures in the evaluation of the scientific evaluation process, It is emphasized that the evaluation should be carried out flexibly according to the actual conditions of schools and teachers, and it should not be uniform, scientific and feasible.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G451.1
本文编号：2229085
[Abstract]:There are many factors that affect the development of teachers, among which teacher evaluation is an important aspect. Teacher evaluation is an indispensable part of school management activities. It is worth discussing how to establish a kind of developmental teacher evaluation mechanism which accords with the development requirement of the times and modern educational idea and promotes the teacher development. This study discusses the basic theory of developmental teacher evaluation, clarifies the connotation and basic principles of developmental teacher evaluation, and analyzes the theoretical basis of developmental teacher evaluation. A comparative study is made between the developmental teacher evaluation and the current teacher evaluation. The developmental teacher evaluation, which aims at promoting the professional development of teachers, is a formative evaluation, which is based on the goal, attaches importance to the process, feedback in time, and promotes the development. It does not use teachers' evaluation results as a basis for reward and punishment. Its direction-facing the future, the purpose-promoting the development of all teachers, function-oriented, incentive, development-oriented, mode-formative evaluation of teachers; in the way of starting the teachers pay attention to their own achievement expectations, Regard teachers' needs as the motivation and power of evaluation. But the current teacher evaluation is the summative evaluation, its characteristic is mainly facing the past, pays special attention to the teacher's work performance before the evaluation, and according to the teacher's work performance, judges whether they already have the reward or the punishment condition. In order to fully understand the existing problems in teachers' evaluation in Zibo City, this study investigated 240 primary and secondary school teachers in Zibo City. The analysis shows the following problems: 1, the evaluation policy propaganda is not enough, The current teacher evaluation system lags behind the development needs of the new curriculum reform. However, the purpose of the current teacher evaluation is inconsistent with the teacher's expectation. In the implementation of the current teacher evaluation, the teacher's main position has not been paid enough attention to, and the current teachers' evaluation index is not comprehensive. It is not conducive to the professional development of teachers. At present, teachers' evaluation is mainly based on school administration, and the evaluation method is simple and quantifiable, and the evaluation feedback is not timely. Can not effectively encourage teachers to improve teaching in view of the existing problems in the evaluation of teachers, the author proposed the following aspects of improvement measures: 1, strengthen the evaluation policy of propaganda and learning, Raise awareness, renew concept 2, correctly handle the relationship between reward and punishment evaluation and developmental evaluation, emphasize the developmental function of evaluation 3, respect the status of teachers as the main body, Arouse teachers' initiative to participate in teacher evaluation 4, optimize the evaluation index system, attach importance to the individual difference of teachers, take teacher self-evaluation as the main factor, The rational use of the evaluation results of multiple evaluation subjects 6, the appropriate use of evaluation feedback, play an active role in the evaluation of the above measures in the evaluation of the scientific evaluation process, It is emphasized that the evaluation should be carried out flexibly according to the actual conditions of schools and teachers, and it should not be uniform, scientific and feasible.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G451.1
【参考文献】
相关期刊论文 前10条
1 李尚明;王小康;;论素质教育背景下科学教师评价机制的构建[J];安康学院学报;2008年05期
2 何育萍;发展:教师评价工作的支点——目前教师评价工作中的问题及对策分析[J];北京教育学院学报;2001年01期
3 王小飞;英国教师评价制度的新进展——兼PRP体系计划述评[J];比较教育研究;2002年03期
4 赵希斌;国外发展性教师评价的发展趋势[J];比较教育研究;2003年01期
5 蔡永红,黄天元;教师评价研究的缘起、问题及发展趋势[J];北京师范大学学报(社会科学版);2003年01期
6 卢志兰;;教师教学档案袋评价的问题和建议[J];长春理工大学学报(高教版);2009年07期
7 欧本谷,刘俊菊;多元教师评价主体分析[J];重庆大学学报(社会科学版);2004年02期
8 徐铮;关于研究性学习中的教师评价[J];常熟高专学报;2003年01期
9 谢安邦;侯定凯;汪婧莉;顾玲玲;;走向多元、综合的教师评价——当前我国教师评价研究述评[J];大学(研究与评价);2007年02期
10 龚孝华;广东省中学教师评价模式和功能的调查及思考[J];广东教育学院学报;1995年03期
，本文编号：2229085
本文链接：https://www.wllwen.com/jiaoyulunwen/jykj/2229085.html
