本文選題：評價 + 教師評價�。� 參考：《華東師范大學》2008年博士論文

【摘要】： 教育質(zhì)量的高低取決于教師,如何建立一支龐大、專業(yè)、高質(zhì)量的教師隊伍成為各國教育界關(guān)注的焦點。教師評價不僅是為了保證教師的教學質(zhì)量,還要促使教師自身得到專業(yè)成長和發(fā)展;教師評價不僅是為了發(fā)現(xiàn)杰出教師,更重要的是讓教師了解自己的強項和弱點,促進教師專業(yè)素質(zhì)提高。 合理的教師評價體系應(yīng)該是一個連續(xù)、系統(tǒng)的過程,評價目的不僅要為人事安排和獎懲提供依據(jù),還要幫助實現(xiàn)教師專業(yè)發(fā)展,提升學校效能。教師評價中,我們應(yīng)該克服以權(quán)力代專業(yè),以管理代評價的弊端,保證教師的專業(yè)尊嚴和專業(yè)自治。 教師評價理論建立在哲學、心理學、教育學、管理學、教育測量學、教育統(tǒng)計學與系統(tǒng)科學等學科的基礎(chǔ)上,為教師評價活動提供理論指南。人本理論、后現(xiàn)代主義以及管理學都對教師評價理論產(chǎn)生了深遠的影響。教師評價應(yīng)該“以人為本”,強調(diào)教師評價環(huán)境和人性化評價,使教師評價真正成為通過教師主體、為了教師主體和在教師主體間進行的一種精神交流和對話過程。教師評價應(yīng)關(guān)注教師素質(zhì)的形成與提高,關(guān)注人的發(fā)展、培養(yǎng)健全的人格為目的,努力實行以人為出發(fā)點的教育價值觀。 以教師專業(yè)發(fā)展為前提的教師評價,需要專門的機構(gòu)或組織和專業(yè)人員。教育評價者必須建立以誠信、相互尊重、積極主動的協(xié)作解決問題為特點的組織氛圍,只要這樣,教育實踐才會釋放出巨大的能量,教育者們能合作解決復(fù)雜問題,共同成長,從而實現(xiàn)教育的最終目標,促進學生的身心發(fā)展與進步。 美國在反思傳統(tǒng)教育弊端的基礎(chǔ)上,提出了新的教師評價理念。新的評價理念認為,有效的教師評價應(yīng)該是保證教育教學質(zhì)量與教師的專業(yè)發(fā)展相結(jié)合的完美典范。這樣的評價體系不僅僅是對教師工作的評判,更重要的是為促進教師的成長和提高教學水平服務(wù),以達到提高學生學習成績的目的。在教師評價中體現(xiàn)人文精神,區(qū)分性對待不同階段的教師。 教師評價標準是教師評價的基石,一系列清晰、明確的評價標準是實施成功教師評價的基礎(chǔ)。隨著教師評價方式和評價制度的不斷演化,教師評價標準也逐漸發(fā)生變化。教師評價從界定一套“好教師”的標準開始,并且都要以對個體教師做出整體定性判斷結(jié)束。標準本身也是不斷修訂和完善的過程,逐步滲透了教學理念和教育方法,不同的評估指標和標準可以用來評價不同發(fā)展階段的教師。教師的評價標準應(yīng)該吸取外部的先進的教育教學理念,通過標準制定中量和質(zhì)、粗和細、基礎(chǔ)和創(chuàng)新等方面的合理取舍,體現(xiàn)教育目標和教育機構(gòu)的愿景。 借鑒美國比較成熟的教師評價標準,我們應(yīng)該通過健全的教師資格標準,嚴把教師進入的關(guān)口,優(yōu)化教師隊伍,提高教師隊伍的整體素質(zhì);通過不斷完善的教師能力標準,提高教師的職業(yè)特點,引領(lǐng)教師的專業(yè)化發(fā)展,培養(yǎng)具有反思能力的教育研究者;通過區(qū)分性的教師評價標準,正確評價處于不同發(fā)展時期的教師,保證教師的人格尊嚴,形成教師的專業(yè)風格,成為專家型教師。這些內(nèi)容依次在本文的第五、六、七章中展開論述。 教師評價是我國廣大教育工作者廣泛關(guān)注的領(lǐng)域,通過教師評價提高教師教學質(zhì)量日漸成為大家的共識。分析借鑒國外的成功經(jīng)驗,無疑對我國建立科學和切實可行的發(fā)展性教師評價體系有著重要的意義。
[Abstract]:The quality of education depends on the teachers. How to establish a large, professional and high quality teacher has become the focus of education in all countries. The evaluation of teachers is not only to ensure the quality of teaching, but also to promote the development and development of the teachers themselves. The evaluation of teachers is not only to find outstanding teachers, but also more important. Let teachers understand their strengths and weaknesses, and promote their professional quality.
Reasonable teacher evaluation system should be a continuous and systematic process. The purpose of evaluation is not only to provide basis for personnel arrangements and rewards and punishments, but also to help realize the professional development of teachers and improve school effectiveness. In teacher evaluation, we should overcome the abuse of power generation and management evaluation, so as to guarantee the professional dignity and professional self of teachers. Cure.
The theory of teacher evaluation is established on the basis of philosophy, psychology, pedagogy, management, education surveying, education statistics and system science, and provides a theoretical guide for teachers' evaluation activities. The theory of humanism, postmodernism and management have a profound influence on the theory of teacher evaluation. Teacher evaluation should be "people first" It emphasizes that teachers' evaluation of environment and human nature makes teacher evaluation truly become a process of spiritual communication and dialogue between teachers and teachers. Teacher evaluation should pay attention to the formation and improvement of teachers' quality, focus on the development of human beings, cultivate a sound personality, and try hard to carry out people. The educational values of the starting point.
Teacher evaluation, on the premise of teacher professional development, needs special institutions, organizations and professionals. Educational evaluators must establish an organizational atmosphere with good faith, mutual respect and active cooperation to solve problems. Only in this way, the educational practice will release huge energy, and educators can cooperate to solve complex problems. With growth, we can achieve the ultimate goal of education and promote students' physical and mental development and progress.
On the basis of reflection on the drawbacks of traditional education, the United States puts forward a new concept of teacher evaluation. The new evaluation idea holds that the effective teacher evaluation should be a perfect model to ensure the combination of the quality of education and the professional development of the teachers. This evaluation system is not only a judge of teachers' work, but also more important for the promotion of teachers. To improve the teaching level and to improve the students' learning achievement. In the teacher evaluation, the humanistic spirit is embodied and the teachers in different stages are treated distinctiveness.
Teacher evaluation standard is the cornerstone of teacher evaluation. A series of clear and clear evaluation criteria is the basis of successful teacher evaluation. With the continuous evolution of teacher evaluation and evaluation system, teachers' evaluation standards have gradually changed. Teachers' evaluation begins with the standard of defining a set of "good teachers", and all of them should be taught to individual teachers. The standard itself is the end of the overall qualitative judgment. The standard itself is also the process of continuous revision and improvement, gradually infiltrating the teaching ideas and methods of education. Different evaluation indexes and standards can be used to evaluate teachers at different stages of development. The reasonable choice of quality, rough and detailed, foundation and innovation reflects the vision of educational goals and educational institutions.
Referring to the mature standard of teacher evaluation in the United States, we should adopt a sound teacher qualification standard, strictly take the entrance of teachers, optimize the teachers' team, improve the overall quality of the teachers, and improve the professional characteristics of teachers through the continuous improvement of teachers' ability standards, lead the professional development of teachers, and cultivate the ability to reflect on the teachers. Education researchers, through discriminative teacher evaluation standards, correctly evaluate teachers at different stages of development, ensure teachers' dignity, form teachers' professional style and become expert teachers. These contents are discussed in the fifth, sixth and seven chapters of this article.
Teacher evaluation is a wide field of concern for Chinese educators. It is common understanding that teachers' evaluation is becoming more and more common through teacher evaluation. It is undoubtedly of great importance to establish a scientific and feasible developing teacher evaluation system for our country by analyzing the successful experience of foreign countries.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2008
【分類號】：G451.1

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本文編號：1986451