本文關(guān)鍵詞： 教師評價 教師評價制度 教師評價體系 倫理 倫理問題　出處：《東北師范大學》2014年博士論文　論文類型：學位論文

【摘要】：當下，社會各種制度和標準把生活規(guī)劃為盲目的機械行為，人們在利益的昏迷中失去了幸福，在社會規(guī)范中遺忘了生活的真諦，就好像行為僅僅是為實現(xiàn)體制的規(guī)范目標的行為，而不是為了達到某種生活意義。教師評價置身于這種社會大背景下，以評價程序合理性回避或掩蓋評價活動實質(zhì)合理性——嚴禁簡單用升學率、考試成績評價教師；嚴格教師職業(yè)準入制度，加強教師考核管理；打破教師的“終身制”；教師資格考試升為“國考”等一系列新政的出臺，國家在嘗試著用制度與技術(shù)去彌合教師評價的裂隙，但教師評價制度的“正義性”卻不斷經(jīng)受著社會的質(zhì)問：“‘三不要’招考怎能保障‘優(yōu)者從教’？”、“考核能否考出好老師？”同時，教師身處評價的場域，，行走于評價制度與標準的叢林之中，常常感到困頓與疑惑——“貴州第一中學教師參加期末統(tǒng)考，張榜公布成績引爭議”、“教師評價在為誰代言？”、“評價中教師的自由在哪里，幸福在哪里？”等有關(guān)“利益”、“權(quán)利”、“自由”、“幸福”的問題成為教師對“教師評價是什么？”的詰問。誠然，教師評價問題已經(jīng)不再是單純的制度內(nèi)容與技術(shù)手段問題，它已經(jīng)超越了評價理論研究的范疇，上升為對問題的原點式研究。問題所表征的制度正義、利益、權(quán)利、自由、幸福等倫理要素，只有在倫理的場域中得以解構(gòu)和回答。倫理是價值哲學，評價是對價值的判斷，兩者的理論原點相契。故此，本研究從倫理視角，審視教師評價制度、評價體系和實踐中存在的倫理性問題，并在社會倫理方法論的指導下探究問題產(chǎn)生的根源，嘗試為構(gòu)建倫理意蘊下的教師評價體系尋找可行性路徑。 在理論層面，本文提出了倫理場域中教師評價體系的倫理前提，獲得了影響教師評價的倫理因子，確立了教師評價體系的內(nèi)部和外部維度，制定了三維評價標準和實施策略，拓展了教師評價倫理問題的研究思路，為其他研究者的相關(guān)研究奠定了理論基礎。在實踐層面，分析了教師評價制度的歷史進程，歸納與總結(jié)了制度的類型與特點；剖析了教師評價中的倫理問題的困境根源；有助于教師評價制度的公正，有助于評價體系的實質(zhì)性和合理性，有助于評價實踐活動更多關(guān)涉教師的平等自由和幸福的生活意義。 本研究梳理和分析了教師評價制度的歷史進程，以歷史斷代為劃分標準，將我國教師評價的制度劃分為三個歷史階段，即清末民初的制度初步形成時期；新中國成立至改革開放以前的制度重建時期；社會轉(zhuǎn)型期的制度秩序化時期。在梳理各時期教師評價制度文本的同時，歸納和總結(jié)了構(gòu)成教師評價制度體系的三類制度，即入職的聘任和資格認證制度、任職期間的考核制度、獎勵制度，分析了不同歷史階段三大類制度的特點。 本研究從倫理學的視角揭示了教師評價制度、評價體系和實踐三個維度中存在的倫理性問題。認為目前的教師評價制度設計存在“國家”功利主義取向；制度本身存在“正義性”的缺陷；對教師只為利益的錯判；對教師趨樂避苦精神訴求的壓抑等，導致教師評價制度產(chǎn)生“正當性”危機。同時，也是個體和社會出現(xiàn)利益裂隙，權(quán)利與義務失衡，教師“自由精神”逐步喪失等制度倫理困境的根源所在。教師評價體系建構(gòu)和實施中對教師工作結(jié)果“功效性”的過度追求；缺少對“人”的關(guān)懷和自利下的妥協(xié)；教師評價跌入了“無心世界”；缺失作為實踐共同體的小共同體；教師被過度模塑；評價缺失一元價值精神，導致教師評價體系難以擺脫績效責任的負效應，同時也是教師評價指標體系將教師非人化處理、教師評價實踐中公平問題的凸顯、“人”被邊緣化等諸多倫理困境的要因。 本文意圖對教師評價在倫理層面解決其合理性的問題。通過明確教師評價的倫理前提，探晰和確立構(gòu)成教師評價體系內(nèi)部和外部維度的倫理因子，進而設定教師評價的三維評價標準、明晰教師評價實踐中的注意要素、提出教師評價制度的改進策略，實現(xiàn)對教師評價的倫理構(gòu)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.

【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2014
【分類號】：G635.1

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本文編號：1453498