摘要
教师评价对于促进教师专业发展有重要作用。以霍伊学校结构理论为基础,研究对比中美两套代表性教师评价方案在规则设计和权力结构两大维度的运作效果发现:中国方案更具备阻滞型学校结构的特征,美国方案更倾向于促进型学校结构的特征。我国中小学教师评价方案应实现以下几个转变:评价目的从"加强管理"转向"促进教学",制度安排从"依附嵌套"转向"独立自主",教师与评价者的关系从"对立被动"转向"双边互动",评价结果从用于"量化排名"转向利于教师"专业发展",制度设计从"基于经验"转向"专业科学"。
Teacher evaluation plays an important role in teacher professional development. Based on Hoy’s theory of school structure, this article analyzes the effects rules and the operation of hierarchy in two representative teacher evaluation programs in China and the United States. The research finds that the Chinese program leads the hierarchy more to a hindering structure, while the American program more to an enabling structure. Teacher evaluation in basic education in China should change from following aspects: the aim of evaluation changes from"management center"to"teaching and learning center", institutional arrangements should transform from"nesting"to"independence",relationship between teacher and evaluator needs to alter from"passive receiver"to"bilateral interaction", the results ought to change from"quantitative ranking"to"professional development",system design changes from"based on experience"to"professional science".
作者
方征
华旻烨
康乃馨
FANG Zheng;HUA Minye;KANG Naixin(South China Normal University,Guangzhou Guangdong 510631;Guangdong Vocational College of Electronic Techonology,Guangzhou Guangdong 510515)
出处
《现代教育管理》
CSSCI
北大核心
2020年第3期71-77,共7页
Modern Education Management
基金
广东省哲学社会科学“十三五”规划学科共建项目“义务教育学校校长工作绩效评估及模式创新研究”(GD17XJY07)。
关键词
中小学教师
教师评价
学校规则
权力结构
教师发展
teacher of basic education
teacher evaluation
school rules
hierarchy of authority
teacher development
