庄河市小学教师评价的调查研究
发布时间：2018-08-06 14:45
【摘要】：教师评价是教师工作的一个衡量标准,评价结果同考评晋级、薪金待遇等方面密切相关,所以教师评价备受重视。什么样的评价方式能够适应新的教育形势变化呢?就教师评价这一问题进行调查研究,找出目前教师评价实施中存在的问题,分析原因并提出解决策略。首先确定教师评价五个维度自编了一份调查问卷,分别从参与评价的主体、评价的主要内容、评价制度设计目的、评价的方式及程序、评价结果处理五个方面设计问题,了解小学教师评价实施的现状。并根据庄河市小学的实际情况,选择市内小学、城郊小学和农村小学分层发放调查问卷,结合访谈对庄河市小学教师评价实施的情况进行深入的分析,发现教师评价中存在的问题。1.评价主体单一,信息反馈不具全面性。教师评价主体中领导占绝大多数,大多是自上而下的评价。2.评价内容不全面,缺乏针对性。评价没有实际内容,流于形式。考核项目也比较刻板简单化,看重考试成绩,至于学生素质、教师合作等方面考核的比较少。3.片面理解评价目的忽视教师自身发展,注重教师的实用价值,缺乏长远的眼光。4.评价的诊断激励导向功能发挥不理想。5.定量评价占主导难以做深层次分析。6.评价实施制度制定不完善。这些问题有制度方面的,同时也有评价过程中出现的问题,针对这些问题,相应的我们提出了六方面的对策1.建立评价主体多元的教师评价实施制度,缩小领导参与评价的比重,重视教师的自我评价,引入学生和家长参与的评价模式;2.丰富教师评价内容,增加过程性评价,如:增加课外工作量的评价、增加学生的主观意见评价、增加教师自我评价;3.建立以教师发展为目的的教师评价目标观念;4.定量评价和定性评价相结合;5.重视教师自我评价的开展和评价所占比重;6.设立长期有效的教师评价监督机制。主要从制度的实施上入手,解决教师评价中存在的问题。
[Abstract]:Teacher evaluation is a measure of teacher's work. The results of evaluation are closely related to evaluation of promotion and salary, so teachers' evaluation is highly valued. What kind of evaluation methods can adapt to the changes in the new educational situation? To investigate the problem of teacher evaluation and find out the existing questions in the implementation of teacher evaluation. The paper analyzes the reasons and puts forward the solution strategy. First, we determine the five dimensions of teachers' evaluation, which include the subject of the evaluation, the main contents of the evaluation, the design purpose of the evaluation system, the methods and procedures of evaluation, the five aspects of the evaluation results, and the status of the implementation of the primary school teachers' evaluation. The actual situation of primary school in Zhuanghe City, selected the urban primary school, suburban primary school and rural primary school stratified questionnaire, combined with interviews on the evaluation of the implementation of primary school teachers in Zhuanghe City, the evaluation of teachers in the evaluation of the existing problems.1., information feedback is not comprehensive. Most of them, most of them are top-down evaluation of.2. evaluation content is not comprehensive, lack of pertinence. Evaluation is not practical content, flow in form. Assessment project is also simple and simple, value examination results, the quality of students, teacher cooperation and other aspects of assessment of less.3. understanding and evaluation of the teachers' own development, pay attention to teaching. The practical value of the teacher, the lack of the long-term vision.4. evaluation of the diagnostic incentive oriented function exerts not ideal.5. quantitative evaluation, it is difficult to make a deep analysis of the in-depth analysis of the implementation of the.6. evaluation system is not perfect. These problems have institutional aspects, and there are problems in the evaluation process, in response to these problems, we have put forward six parties. Countermeasures 1. to establish the system of teacher evaluation and implementation of multiple evaluation subjects, reduce the proportion of the leaders to participate in evaluation, pay attention to teachers' self evaluation, and introduce the evaluation model of students and parents; 2. enrich the content of teachers' evaluation and increase the process evaluation, such as increasing the evaluation of extracurricular work quantity, increasing the subjective opinion evaluation of the students, increasing the students' subjective opinion evaluation and increasing teaching. Teachers' self evaluation; 3. to establish teacher evaluation goal concept for teacher development; 4. quantitative evaluation and qualitative evaluation; 5. pay attention to the proportion of teachers' self-evaluation and evaluation; 6. set up a long-term and effective supervision mechanism for teacher evaluation. The main problems are to solve the problems in teacher evaluation from the implementation of the system.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1
本文编号：2168061
[Abstract]:Teacher evaluation is a measure of teacher's work. The results of evaluation are closely related to evaluation of promotion and salary, so teachers' evaluation is highly valued. What kind of evaluation methods can adapt to the changes in the new educational situation? To investigate the problem of teacher evaluation and find out the existing questions in the implementation of teacher evaluation. The paper analyzes the reasons and puts forward the solution strategy. First, we determine the five dimensions of teachers' evaluation, which include the subject of the evaluation, the main contents of the evaluation, the design purpose of the evaluation system, the methods and procedures of evaluation, the five aspects of the evaluation results, and the status of the implementation of the primary school teachers' evaluation. The actual situation of primary school in Zhuanghe City, selected the urban primary school, suburban primary school and rural primary school stratified questionnaire, combined with interviews on the evaluation of the implementation of primary school teachers in Zhuanghe City, the evaluation of teachers in the evaluation of the existing problems.1., information feedback is not comprehensive. Most of them, most of them are top-down evaluation of.2. evaluation content is not comprehensive, lack of pertinence. Evaluation is not practical content, flow in form. Assessment project is also simple and simple, value examination results, the quality of students, teacher cooperation and other aspects of assessment of less.3. understanding and evaluation of the teachers' own development, pay attention to teaching. The practical value of the teacher, the lack of the long-term vision.4. evaluation of the diagnostic incentive oriented function exerts not ideal.5. quantitative evaluation, it is difficult to make a deep analysis of the in-depth analysis of the implementation of the.6. evaluation system is not perfect. These problems have institutional aspects, and there are problems in the evaluation process, in response to these problems, we have put forward six parties. Countermeasures 1. to establish the system of teacher evaluation and implementation of multiple evaluation subjects, reduce the proportion of the leaders to participate in evaluation, pay attention to teachers' self evaluation, and introduce the evaluation model of students and parents; 2. enrich the content of teachers' evaluation and increase the process evaluation, such as increasing the evaluation of extracurricular work quantity, increasing the subjective opinion evaluation of the students, increasing the students' subjective opinion evaluation and increasing teaching. Teachers' self evaluation; 3. to establish teacher evaluation goal concept for teacher development; 4. quantitative evaluation and qualitative evaluation; 5. pay attention to the proportion of teachers' self-evaluation and evaluation; 6. set up a long-term and effective supervision mechanism for teacher evaluation. The main problems are to solve the problems in teacher evaluation from the implementation of the system.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1
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