【摘要】：教師評(píng)價(jià)是教師工作的一個(gè)衡量標(biāo)準(zhǔn),評(píng)價(jià)結(jié)果同考評(píng)晉級(jí)、薪金待遇等方面密切相關(guān),所以教師評(píng)價(jià)備受重視。什么樣的評(píng)價(jià)方式能夠適應(yīng)新的教育形勢(shì)變化呢?就教師評(píng)價(jià)這一問(wèn)題進(jìn)行調(diào)查研究,找出目前教師評(píng)價(jià)實(shí)施中存在的問(wèn)題,分析原因并提出解決策略。首先確定教師評(píng)價(jià)五個(gè)維度自編了一份調(diào)查問(wèn)卷,分別從參與評(píng)價(jià)的主體、評(píng)價(jià)的主要內(nèi)容、評(píng)價(jià)制度設(shè)計(jì)目的、評(píng)價(jià)的方式及程序、評(píng)價(jià)結(jié)果處理五個(gè)方面設(shè)計(jì)問(wèn)題,了解小學(xué)教師評(píng)價(jià)實(shí)施的現(xiàn)狀。并根據(jù)莊河市小學(xué)的實(shí)際情況,選擇市內(nèi)小學(xué)、城郊小學(xué)和農(nóng)村小學(xué)分層發(fā)放調(diào)查問(wèn)卷,結(jié)合訪談對(duì)莊河市小學(xué)教師評(píng)價(jià)實(shí)施的情況進(jìn)行深入的分析,發(fā)現(xiàn)教師評(píng)價(jià)中存在的問(wèn)題。1.評(píng)價(jià)主體單一,信息反饋不具全面性。教師評(píng)價(jià)主體中領(lǐng)導(dǎo)占絕大多數(shù),大多是自上而下的評(píng)價(jià)。2.評(píng)價(jià)內(nèi)容不全面,缺乏針對(duì)性。評(píng)價(jià)沒(méi)有實(shí)際內(nèi)容,流于形式�？己隧�(xiàng)目也比較刻板簡(jiǎn)單化,看重考試成績(jī),至于學(xué)生素質(zhì)、教師合作等方面考核的比較少。3.片面理解評(píng)價(jià)目的忽視教師自身發(fā)展,注重教師的實(shí)用價(jià)值,缺乏長(zhǎng)遠(yuǎn)的眼光。4.評(píng)價(jià)的診斷激勵(lì)導(dǎo)向功能發(fā)揮不理想。5.定量評(píng)價(jià)占主導(dǎo)難以做深層次分析。6.評(píng)價(jià)實(shí)施制度制定不完善。這些問(wèn)題有制度方面的,同時(shí)也有評(píng)價(jià)過(guò)程中出現(xiàn)的問(wèn)題,針對(duì)這些問(wèn)題,相應(yīng)的我們提出了六方面的對(duì)策1.建立評(píng)價(jià)主體多元的教師評(píng)價(jià)實(shí)施制度,縮小領(lǐng)導(dǎo)參與評(píng)價(jià)的比重,重視教師的自我評(píng)價(jià),引入學(xué)生和家長(zhǎng)參與的評(píng)價(jià)模式;2.豐富教師評(píng)價(jià)內(nèi)容,增加過(guò)程性評(píng)價(jià),如:增加課外工作量的評(píng)價(jià)、增加學(xué)生的主觀意見(jiàn)評(píng)價(jià)、增加教師自我評(píng)價(jià);3.建立以教師發(fā)展為目的的教師評(píng)價(jià)目標(biāo)觀念;4.定量評(píng)價(jià)和定性評(píng)價(jià)相結(jié)合;5.重視教師自我評(píng)價(jià)的開展和評(píng)價(jià)所占比重;6.設(shè)立長(zhǎng)期有效的教師評(píng)價(jià)監(jiān)督機(jī)制。主要從制度的實(shí)施上入手,解決教師評(píng)價(jià)中存在的問(wèn)題。
[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.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G625.1

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