教师绩效评估制度的有效性探询:人性假设的视角

Exploring the effectiveness of teacher performance evaluation system: from the perspective of humanity hypothesis

我国中小学教师绩效评估实践遭遇的阻力在很大程度上源于其制度设计中的理想化倾向,其症结在于对教师人性假设的错置。西方管理学中经典的人性假设理论用作构思教师绩效评估制度的人性前提都有一定不足。而当代新提出的诸如"复杂人"、"目标人"以及"利己利他人"等假设无疑为我们更好地认清"教师是谁"这一根本问题及尝试重新选择合理的教师人性假设开阔了思路。当前基于人性视角考量教师绩效评估制度的有效性关键要从评估标准、评估过程与评估主体等几方面协同改进。

The resistance of our teacher performance evaluation in primary and secondary school is largely from the idealistic tendency in the design of its system, and the crux of the problem lies in its misunderstanding of teachers humanity hypothesis. The classical humanity hypothesis theories in western management theory such as ＂self-actualizing man＂, ＂complex man＂, ＂target man＂, ＂ self-interest and altruism man＂ and so on, helping us find a new way to choose reasonable teachers＂ humanity hypothesis, based on the better understanding of who are teachers. Currently, the key of considering effective teacher performance evaluation from the view of humanity hypothesis should reform from the evaluation criteria, evaluation process and evaluation subject.