【摘要】： 影響教師發(fā)展的因素很多,其中教師評(píng)價(jià)就是很重要的一個(gè)方面。教師評(píng)價(jià)是學(xué)校管理活動(dòng)中不可缺少的一個(gè)重要組成部分。如何建立一種符合時(shí)代發(fā)展要求和現(xiàn)代教育理念,促進(jìn)教師發(fā)展的發(fā)展性教師評(píng)價(jià)機(jī)制,是值得探討的問題。 本研究探討了發(fā)展性教師評(píng)價(jià)的基本理論,廓清了發(fā)展性教師評(píng)價(jià)的內(nèi)涵和基本原則,分析了發(fā)展性教師評(píng)價(jià)的理論依據(jù),并對(duì)發(fā)展性教師評(píng)價(jià)和現(xiàn)行教師評(píng)價(jià)進(jìn)行了比較研究。發(fā)展性教師評(píng)價(jià),以促進(jìn)教師專業(yè)發(fā)展為目的,是一種依據(jù)目標(biāo),重視過程,及時(shí)反饋,促進(jìn)發(fā)展的形成性評(píng)價(jià)。它沒有將教師評(píng)價(jià)結(jié)果作為獎(jiǎng)勵(lì)和懲罰的依據(jù)。其方向——面對(duì)未來,目的——促進(jìn)全體教師的發(fā)展,功能——導(dǎo)向、激勵(lì)、發(fā)展為主,方式——形成性的教師評(píng)價(jià);在啟動(dòng)方式上注重教師自己的成就期望,把教師的需要當(dāng)作評(píng)價(jià)的動(dòng)機(jī)和力量。而現(xiàn)行的教師評(píng)價(jià)是終結(jié)性評(píng)價(jià),其特點(diǎn)主要是面向過去,特別注重教師在評(píng)價(jià)前的工作表現(xiàn),并根據(jù)教師的工作表現(xiàn),判斷他們是否已經(jīng)具備獎(jiǎng)勵(lì)或處罰的條件。 為全面了解淄博市現(xiàn)行教師評(píng)價(jià)中存在的問題,本研究對(duì)淄博市240名中小學(xué)教師進(jìn)行了調(diào)查,通過分析反映出以下問題: 1、評(píng)價(jià)政策宣傳不夠,現(xiàn)行教師評(píng)價(jià)制度滯后于新課程改革的發(fā)展需要 2、發(fā)展性教師評(píng)價(jià)的目的符合教師心聲,但現(xiàn)行教師評(píng)價(jià)目的與教師期望不一致 3、在現(xiàn)行教師評(píng)價(jià)的實(shí)施過程中,教師主體地位沒有得到足夠重視 4、現(xiàn)行教師評(píng)價(jià)指標(biāo)不全面,不利于教師的專業(yè)發(fā)展 5、現(xiàn)行教師評(píng)價(jià)是以學(xué)校行政管理為主,評(píng)價(jià)方式簡(jiǎn)單量化 6、評(píng)價(jià)反饋不及時(shí),不能有效激勵(lì)教師改進(jìn)教學(xué) 針對(duì)現(xiàn)行教師評(píng)價(jià)中存在的問題,筆者提出了以下幾個(gè)方面的改進(jìn)措施: 1、加強(qiáng)評(píng)價(jià)政策的宣傳學(xué)習(xí),提高認(rèn)識(shí),更新觀念 2、正確處理好獎(jiǎng)懲性評(píng)價(jià)和發(fā)展性評(píng)價(jià)的關(guān)系,突出評(píng)價(jià)的發(fā)展性功能 3、尊重教師主體地位,調(diào)動(dòng)教師主動(dòng)參與教師評(píng)價(jià)的積極性 4、優(yōu)化評(píng)價(jià)指標(biāo)體系,重視教師的個(gè)體差異 5、以教師自評(píng)為主,合理運(yùn)用多元評(píng)價(jià)主體的評(píng)價(jià)結(jié)果 6、恰當(dāng)運(yùn)用評(píng)價(jià)反饋,發(fā)揮評(píng)價(jià)的積極作用 以上措施在評(píng)價(jià)中注重了評(píng)價(jià)程序的科學(xué)性,強(qiáng)調(diào)評(píng)價(jià)中要從實(shí)際出發(fā),結(jié)合學(xué)校和教師的實(shí)際情況靈活進(jìn)行,并不要求整齊劃一,具有一定的科學(xué)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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G451.1

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