中小学教师评价的伦理问题研究

发布时间：2018-01-22 03:26

本文关键词： 教师评价教师评价制度教师评价体系伦理伦理问题　出处：《东北师范大学》2014年博士论文　论文类型：学位论文

【摘要】：当下，社会各种制度和标准把生活规划为盲目的机械行为，人们在利益的昏迷中失去了幸福，在社会规范中遗忘了生活的真谛，就好像行为仅仅是为实现体制的规范目标的行为，而不是为了达到某种生活意义。教师评价置身于这种社会大背景下，以评价程序合理性回避或掩盖评价活动实质合理性——严禁简单用升学率、考试成绩评价教师；严格教师职业准入制度，加强教师考核管理；打破教师的“终身制”；教师资格考试升为“国考”等一系列新政的出台，国家在尝试着用制度与技术去弥合教师评价的裂隙，但教师评价制度的“正义性”却不断经受着社会的质问：“‘三不要’招考怎能保障‘优者从教’？”、“考核能否考出好老师？”同时，教师身处评价的场域，，行走于评价制度与标准的丛林之中，常常感到困顿与疑惑——“贵州第一中学教师参加期末统考，张榜公布成绩引争议”、“教师评价在为谁代言？”、“评价中教师的自由在哪里，幸福在哪里？”等有关“利益”、“权利”、“自由”、“幸福”的问题成为教师对“教师评价是什么？”的诘问。诚然，教师评价问题已经不再是单纯的制度内容与技术手段问题，它已经超越了评价理论研究的范畴，上升为对问题的原点式研究。问题所表征的制度正义、利益、权利、自由、幸福等伦理要素，只有在伦理的场域中得以解构和回答。伦理是价值哲学，评价是对价值的判断，两者的理论原点相契。故此，本研究从伦理视角，审视教师评价制度、评价体系和实践中存在的伦理性问题，并在社会伦理方法论的指导下探究问题产生的根源，尝试为构建伦理意蕴下的教师评价体系寻找可行性路径。在理论层面，本文提出了伦理场域中教师评价体系的伦理前提，获得了影响教师评价的伦理因子，确立了教师评价体系的内部和外部维度，制定了三维评价标准和实施策略，拓展了教师评价伦理问题的研究思路，为其他研究者的相关研究奠定了理论基础。在实践层面，分析了教师评价制度的历史进程，归纳与总结了制度的类型与特点；剖析了教师评价中的伦理问题的困境根源；有助于教师评价制度的公正，有助于评价体系的实质性和合理性，有助于评价实践活动更多关涉教师的平等自由和幸福的生活意义。本研究梳理和分析了教师评价制度的历史进程，以历史断代为划分标准，将我国教师评价的制度划分为三个历史阶段，即清末民初的制度初步形成时期；新中国成立至改革开放以前的制度重建时期；社会转型期的制度秩序化时期。在梳理各时期教师评价制度文本的同时，归纳和总结了构成教师评价制度体系的三类制度，即入职的聘任和资格认证制度、任职期间的考核制度、奖励制度，分析了不同历史阶段三大类制度的特点。本研究从伦理学的视角揭示了教师评价制度、评价体系和实践三个维度中存在的伦理性问题。认为目前的教师评价制度设计存在“国家”功利主义取向；制度本身存在“正义性”的缺陷；对教师只为利益的错判；对教师趋乐避苦精神诉求的压抑等，导致教师评价制度产生“正当性”危机。同时，也是个体和社会出现利益裂隙，权利与义务失衡，教师“自由精神”逐步丧失等制度伦理困境的根源所在。教师评价体系建构和实施中对教师工作结果“功效性”的过度追求；缺少对“人”的关怀和自利下的妥协；教师评价跌入了“无心世界”；缺失作为实践共同体的小共同体；教师被过度模塑；评价缺失一元价值精神，导致教师评价体系难以摆脱绩效责任的负效应，同时也是教师评价指标体系将教师非人化处理、教师评价实践中公平问题的凸显、“人”被边缘化等诸多伦理困境的要因。本文意图对教师评价在伦理层面解决其合理性的问题。通过明确教师评价的伦理前提，探晰和确立构成教师评价体系内部和外部维度的伦理因子，进而设定教师评价的三维评价标准、明晰教师评价实践中的注意要素、提出教师评价制度的改进策略，实现对教师评价的伦理构想。
[Abstract]:At present, all kinds of social system and standard life planning for the mechanical behavior of the blind, people lose their happiness in the interests of social norms in a coma, forgetting the true meaning of life, as if the action is just to realize the norms of the target system's behavior, not to achieve some meaning of life. In this kind of social evaluation of teachers under the background, to evaluate the rationality of program evaluation activities to avoid or conceal the substantive rationality, it is strictly prohibited to use simple enrollment rate, teacher evaluation scores; strict teacher occupation admittance system, strengthen the management of teacher evaluation; teachers break tenure; teacher qualification exam upgraded to "test" and a series of new introduced countries bridging the teacher evaluation system and technology by trying to crack, but the teacher evaluation system of "justice" has been experiencing social questions: "three" not to " How can the protection of "excellent recruitment from teaching"? "," assessment can get a good teacher? "At the same time, teachers in the field of evaluation, evaluation system and standard of walking in the jungle, often feel exhausted and confused:" take the final examination in Guizhou first middle school teachers, post grades, teacher evaluation "controversial" who are the "endorsements?" evaluation of teachers in the free where, where is happiness? "On the" interest "," right "," freedom "," happiness "has become the teacher of" what is the teacher? "Asked. Indeed, teacher evaluation system and the problem is no longer content the technology problem is simple, it has gone beyond the category of evaluation theory, rise to the origin of the problem. The system of justice, characterization of interests, rights, freedom, happiness and other ethical elements, only in the field of ethics To deconstruct and answer. Ethics is a philosophy of value, evaluation of value judgment, the theoretical origin of xiangqi. Therefore, this study from the ethical perspective, examine the teacher evaluation system, evaluation system and ethical problems in the practice, and the root in social ethics under the guidance of the methodology of the attempt find the feasible path for the construction of ethics of teachers under the evaluation system.
In theory, proposed in the field of ethics ethical premise teacher evaluation system, the ethical factors of teacher evaluation, establishes the evaluation system for teachers of the internal and external dimensions, developed a three-dimensional evaluation standards and implementation strategies, expand the research ideas of teacher evaluation problems, lay a theoretical foundation for the related research other researchers. In practice, analyzes the historical process of the teacher evaluation system, and summarizes the types and characteristics of the system; analyzes the problems of ethical problems in teacher evaluation; teacher evaluation system is helpful to justice, contribute to the evaluation system of substantive rationality and equality, freedom and happiness contribute to the evaluation of practice more about Teachers' life meaning.
This paper summarizes and analyzes the historical process of the teacher evaluation system, with history dating to the division standard, the teacher evaluation system in China is divided into three historical stages, namely the late Qing Dynasty and the initial formation period system; reconstruction of the system before the new Chinese establishment to reform and open period of time; the institutional order period of social transition the evaluation system of teachers in the text. By combing period at the same time, summarized and summed up the three kinds of system of system of teacher evaluation system, namely into the appointment and qualification system of vocational, tenure evaluation system, incentive system, analyzes the characteristics of different historical stages of three kinds of system.
This study reveals the teacher evaluation system from the perspective of ethics, ethical problems in three dimensions evaluation system and practice. Believe that the existence of the "national" utilitarian orientation of teacher evaluation system design of the system itself; defects of "justice"; the teachers only for the benefit of the misjudged; for teachers to pursue happiness and avoid suffering the spirit of the appeal of oppression, leading to teacher evaluation system of legitimacy crisis. At the same time, but also the individual and social interests appear crack, the rights and obligations of teachers imbalance, "free spirit" gradually lost the root system of ethical dilemma. The excessive pursuit of the work of teachers "efficacy" teacher evaluation system construction and in the implementation of the "people"; the lack of care and self serving under the compromise; teacher evaluation fell into the "world without"; as the lack of community of practice of the small community of teachers; Excessive molding; lack of evaluation value of one yuan, lead to negative effect of teacher evaluation system is difficult to get rid of accountability, but also the evaluation index system of teachers' inhuman treatment, highlighting the practice of teacher evaluation in fairness, "man" is due to the marginalization of the Toronto predicaments.
This paper attempts to solve the problem of rationality of teacher evaluation in the level of ethics. The ethical evaluation of teachers clear premise, and establish clear ethical constitution factor exploration of teacher evaluation system of internal and external dimensions, and then set the three-dimensional evaluation criteria of teacher evaluation, teacher evaluation pay attention to price factors clear in practice, put forward strategies to improve the system of teacher evaluation the conception of ethics, teachers' evaluation.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G635.1

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