【摘要】：教師職后評(píng)價(jià)有績(jī)效考核和促進(jìn)發(fā)展兩大目的,在時(shí)間安排上有試用期評(píng)價(jià)、常規(guī)評(píng)價(jià)和獎(jiǎng)勵(lì)晉升評(píng)價(jià),在參與方式上有強(qiáng)制性評(píng)價(jià)和自愿評(píng)價(jià)。教師職后評(píng)價(jià)政策與一國(guó)的教育管理模式緊密相關(guān),集權(quán)制與分權(quán)制國(guó)家在評(píng)價(jià)政策上差異明顯。為保障教師職后評(píng)價(jià)的有效開(kāi)展,各國(guó)積極推動(dòng)確立發(fā)展與考核并重的評(píng)價(jià)觀,建立專(zhuān)業(yè)化的評(píng)價(jià)隊(duì)伍,開(kāi)發(fā)多樣化的評(píng)價(jià)工具,并將評(píng)價(jià)結(jié)果運(yùn)用于個(gè)人專(zhuān)業(yè)發(fā)展與學(xué)校的發(fā)展決策。
[Abstract]:Teacher post evaluation has two main purposes: performance appraisal and promoting development, probationary period evaluation in time arrangement, regular evaluation and reward promotion evaluation, mandatory evaluation and voluntary evaluation in participation mode. The evaluation policy of teacher post-service is closely related to the educational management mode of a country, and there are obvious differences between centralization and decentralization. In order to ensure the effective development of post-service evaluation of teachers, all countries actively promote the establishment of equal emphasis on development and assessment, the establishment of professional evaluation team, the development of a variety of evaluation tools. The evaluation results are applied to personal professional development and school development decisions.
【作者單位】： 西南大學(xué)教育學(xué)部國(guó)際與比較教育研究所;
【基金】：教育部教師工作司委托項(xiàng)目“教師教育職前職后一體化運(yùn)行機(jī)制與管理模式研究” 重慶市高等教育教學(xué)改革研究項(xiàng)目“大學(xué)與中小學(xué)合作培養(yǎng)師范生教學(xué)實(shí)踐能力的理論與實(shí)踐研究”(課題批準(zhǔn)號(hào):132056)的成果
【分類(lèi)號(hào)】：G659.1

【參考文獻(xiàn)】

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1 沈蕾娜;滕s，

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