小学教师隐性评价行为的调查与思考

Investigation and Thoughts on the Implicit Evaluation Behavior of Primary School Teachers

从小学生感知的角度研究小学教师在教育教学和日常生活中的隐性评价行为,采用教师隐性评价行为问卷对570名小学生进行调查,得出:(1)小学教师隐性评价行为总体处于中上水平,不同性别学生在教师隐性评价消极因子上的差异不显著,在积极因子上差异显著;(2)不同年级学生在教师隐性评价积极和消极因子上的差异均不显著;(3)不同生源地的小学生在教师隐性评价的消极因子上差异显著,在积极因子差异不显著;(4)不同性别的老师对小学生的隐性评价行为在积极和消极因子上的差异也不显著。因此,教师应深刻理解隐性评价的特点,正确看待教师隐性评价的功能,规范教学行为,尊重学生个性差异,充分发挥教师隐性评价的作用。

From the perspective of primary school students’perception,the implicit evaluation behaviors of primary school teachers in education,teaching and daily life are studied. 570 primary school students are surveyed by using the teacher implicit evaluation behavior questionnaire:(1)the implicit evaluation behavior of primary school teachers is at the upper-middle level in general. The difference between different gender students in the negative factors of teachers’implicit evaluation is not significant,and the difference among positive factors is significant;(2)the difference between different graders in the positive and negative factors of teachers’implicit evaluation is not significant;(3)pupils in different places of origin differ significantly in the negative factors of teacher implicit evaluation,and the difference in positive factors is not significant;(4)difference between positive and negative factors in students’implicit evaluation behavior of different gender teachers is not significant. Therefore,teachers should deeply understand the characteristics of implicit evaluation,correctly view the function of teacher’s implicit evaluation,standardize teaching behavior,respect students’individuality differences,and give full play to the role of teacher’s implicit evaluation.