發(fā)布時(shí)間：2018-06-06 12:01

  本文選題：評(píng)價(jià) + 教師評(píng)價(jià)�。� 參考：《華東師范大學(xué)》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(duì)伍成為各國(guó)教育界關(guān)注的焦點(diǎn)。教師評(píng)價(jià)不僅是為了保證教師的教學(xué)質(zhì)量,還要促使教師自身得到專業(yè)成長(zhǎng)和發(fā)展;教師評(píng)價(jià)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(qiáng)項(xiàng)和弱點(diǎn),促進(jìn)教師專業(yè)素質(zhì)提高。 合理的教師評(píng)價(jià)體系應(yīng)該是一個(gè)連續(xù)、系統(tǒng)的過(guò)程,評(píng)價(jià)目的不僅要為人事安排和獎(jiǎng)懲提供依據(jù),還要幫助實(shí)現(xiàn)教師專業(yè)發(fā)展,提升學(xué)校效能。教師評(píng)價(jià)中,我們應(yīng)該克服以權(quán)力代專業(yè),以管理代評(píng)價(jià)的弊端,保證教師的專業(yè)尊嚴(yán)和專業(yè)自治。 教師評(píng)價(jià)理論建立在哲學(xué)、心理學(xué)、教育學(xué)、管理學(xué)、教育測(cè)量學(xué)、教育統(tǒng)計(jì)學(xué)與系統(tǒng)科學(xué)等學(xué)科的基礎(chǔ)上,為教師評(píng)價(jià)活動(dòng)提供理論指南。人本理論、后現(xiàn)代主義以及管理學(xué)都對(duì)教師評(píng)價(jià)理論產(chǎn)生了深遠(yuǎn)的影響。教師評(píng)價(jià)應(yīng)該“以人為本”,強(qiáng)調(diào)教師評(píng)價(jià)環(huán)境和人性化評(píng)價(jià),使教師評(píng)價(jià)真正成為通過(guò)教師主體、為了教師主體和在教師主體間進(jìn)行的一種精神交流和對(duì)話過(guò)程。教師評(píng)價(jià)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(shí)行以人為出發(fā)點(diǎn)的教育價(jià)值觀。 以教師專業(yè)發(fā)展為前提的教師評(píng)價(jià),需要專門的機(jī)構(gòu)或組織和專業(yè)人員。教育評(píng)價(jià)者必須建立以誠(chéng)信、相互尊重、積極主動(dòng)的協(xié)作解決問(wèn)題為特點(diǎn)的組織氛圍,只要這樣,教育實(shí)踐才會(huì)釋放出巨大的能量,教育者們能合作解決復(fù)雜問(wèn)題,共同成長(zhǎng),從而實(shí)現(xiàn)教育的最終目標(biāo),促進(jìn)學(xué)生的身心發(fā)展與進(jìn)步。 美國(guó)在反思傳統(tǒng)教育弊端的基礎(chǔ)上,提出了新的教師評(píng)價(jià)理念。新的評(píng)價(jià)理念認(rèn)為,有效的教師評(píng)價(jià)應(yīng)該是保證教育教學(xué)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(píng)價(jià)體系不僅僅是對(duì)教師工作的評(píng)判,更重要的是為促進(jìn)教師的成長(zhǎng)和提高教學(xué)水平服務(wù),以達(dá)到提高學(xué)生學(xué)習(xí)成績(jī)的目的。在教師評(píng)價(jià)中體現(xiàn)人文精神,區(qū)分性對(duì)待不同階段的教師。 教師評(píng)價(jià)標(biāo)準(zhǔn)是教師評(píng)價(jià)的基石,一系列清晰、明確的評(píng)價(jià)標(biāo)準(zhǔn)是實(shí)施成功教師評(píng)價(jià)的基礎(chǔ)。隨著教師評(píng)價(jià)方式和評(píng)價(jià)制度的不斷演化,教師評(píng)價(jià)標(biāo)準(zhǔn)也逐漸發(fā)生變化。教師評(píng)價(jià)從界定一套“好教師”的標(biāo)準(zhǔn)開始,并且都要以對(duì)個(gè)體教師做出整體定性判斷結(jié)束。標(biāo)準(zhǔn)本身也是不斷修訂和完善的過(guò)程,逐步滲透了教學(xué)理念和教育方法,不同的評(píng)估指標(biāo)和標(biāo)準(zhǔn)可以用來(lái)評(píng)價(jià)不同發(fā)展階段的教師。教師的評(píng)價(jià)標(biāo)準(zhǔn)應(yīng)該吸取外部的先進(jìn)的教育教學(xué)理念,通過(guò)標(biāo)準(zhǔn)制定中量和質(zhì)、粗和細(xì)、基礎(chǔ)和創(chuàng)新等方面的合理取舍,體現(xiàn)教育目標(biāo)和教育機(jī)構(gòu)的愿景。 借鑒美國(guó)比較成熟的教師評(píng)價(jià)標(biāo)準(zhǔn),我們應(yīng)該通過(guò)健全的教師資格標(biāo)準(zhǔn),嚴(yán)把教師進(jìn)入的關(guān)口,優(yōu)化教師隊(duì)伍,提高教師隊(duì)伍的整體素質(zhì);通過(guò)不斷完善的教師能力標(biāo)準(zhǔn),提高教師的職業(yè)特點(diǎn),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(guò)區(qū)分性的教師評(píng)價(jià)標(biāo)準(zhǔn),正確評(píng)價(jià)處于不同發(fā)展時(shí)期的教師,保證教師的人格尊嚴(yán),形成教師的專業(yè)風(fēng)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(píng)價(jià)是我國(guó)廣大教育工作者廣泛關(guān)注的領(lǐng)域,通過(guò)教師評(píng)價(jià)提高教師教學(xué)質(zhì)量日漸成為大家的共識(shí)。分析借鑒國(guó)外的成功經(jīng)驗(yàn),無(wú)疑對(duì)我國(guó)建立科學(xué)和切實(shí)可行的發(fā)展性教師評(píng)價(jià)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(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類號(hào)】：G451.1

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本文編號(hào)：1986451