本文選題：教師發(fā)展性評(píng)價(jià) + 教師專業(yè)化��； 參考：《曲阜師范大學(xué)》2015年碩士論文

【摘要】：教師發(fā)展性評(píng)價(jià),也稱發(fā)展性教師評(píng)價(jià),是以促進(jìn)教師專業(yè)發(fā)展為理念和主要目的,強(qiáng)調(diào)多主體全方位參與,注重溝通交流與反饋,體現(xiàn)個(gè)體差異的過(guò)程性評(píng)價(jià)方式。其具體特征包括:第一,教師發(fā)展性評(píng)價(jià)的本質(zhì)特征是“促進(jìn)教師專業(yè)發(fā)展”;第二,教師發(fā)展性評(píng)價(jià)是對(duì)獎(jiǎng)懲性評(píng)價(jià)發(fā)展的結(jié)果;第三,教師發(fā)展性評(píng)價(jià)由促進(jìn)教師專業(yè)發(fā)展和促進(jìn)學(xué)生及學(xué)校發(fā)展的理念共同構(gòu)成,實(shí)施教師發(fā)展性評(píng)價(jià)最終還是要回歸到學(xué)校的質(zhì)量提升上。在教師專業(yè)化理論和自我效能感理論的指導(dǎo)下,對(duì)中學(xué)教師發(fā)展性評(píng)價(jià)實(shí)施情況的調(diào)查表明,現(xiàn)實(shí)中存在著多種突出問(wèn)題:一是評(píng)價(jià)理念滯后,評(píng)價(jià)目標(biāo)功利化傾向嚴(yán)重;二是評(píng)價(jià)指標(biāo)單一量化,缺乏區(qū)分性和針對(duì)性;三是信息收集渠道匱乏,評(píng)價(jià)方式陷入僵化;四是評(píng)價(jià)過(guò)程透明度差,評(píng)價(jià)結(jié)果不夠客觀真實(shí);五是評(píng)價(jià)反饋機(jī)制不健全,溝通指導(dǎo)嚴(yán)重缺失;六是評(píng)價(jià)工作對(duì)促進(jìn)教師專業(yè)發(fā)展收效甚微。針對(duì)以上問(wèn)題,可在中學(xué)教師發(fā)展性評(píng)價(jià)體系建設(shè)中采取下列優(yōu)化對(duì)策:第一,樹立促進(jìn)教師、學(xué)生和學(xué)校共同發(fā)展的評(píng)價(jià)理念;第二,構(gòu)建關(guān)注教師個(gè)體差異的評(píng)價(jià)指標(biāo)體系,主張從三個(gè)方面——職責(zé)、績(jī)效、素質(zhì)和三個(gè)層次——入職教師、勝任教師、成熟教師分級(jí)評(píng)價(jià);第三,運(yùn)用自評(píng)為主的多主體參與評(píng)價(jià)方法,包括教師自評(píng)、同事互評(píng)、領(lǐng)導(dǎo)點(diǎn)評(píng)、學(xué)生普評(píng)和家長(zhǎng)網(wǎng)評(píng);第四,建立促進(jìn)教師自省反思的雙向評(píng)價(jià)反饋機(jī)制。以此為基礎(chǔ),針對(duì)中學(xué)教師發(fā)展性評(píng)價(jià)還應(yīng)采納多方面的改進(jìn)措施,具體來(lái)說(shuō)就是要處理好評(píng)價(jià)目的與手段的關(guān)系,發(fā)揮獎(jiǎng)懲的激勵(lì)作用;倡導(dǎo)評(píng)價(jià)過(guò)程的民主參與和公開透明,確保評(píng)價(jià)的公正性;變?cè)u(píng)價(jià)的結(jié)果導(dǎo)向?yàn)榘l(fā)展導(dǎo)向,強(qiáng)化目標(biāo)設(shè)置的推動(dòng)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.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.1

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本文編號(hào)：2076087