卓越教师评价标准的国际比较及其启示——基于社会网络分析法

International Comparison of Excellent Teacher Evaluation Standards and Its Enlightenment: Based on Social Network Analysis

卓越教师评价标准的建立对提升我国教师质量具有重要意义。目前,我国尚无完整的卓越教师评价标准。尝试采用社会网络分析法,分析比较美国、英国、澳大利亚、新西兰和加拿大等5个国家的卓越教师评价标准。利用软件Ucinet分别对5个国家的评价指标进行中心度分析后,建构了以“专业知识”“专业实践”和“专业素质”3个一级指标,“学科知识与教学知识”“学生心理和生理健康发展”“评估”“管理策略”“教学技术”“创设良好的学习环境”“实施有效教学”“与学生、家长、同事有效沟通”“教学反思”“与家庭、社区、同事合作”“尊重多样性,体现教学公平”“提高专业水平”12个二级指标构成的卓越教师评价标准框架。卓越教师评价标准的国际比较启示我们:(1)专业知识是成为卓越教师的基础;(2)专业实践是成为卓越教师的核心;(3)专业素质是成为卓越教师的前提。

The establishment of excellent teachers’ evaluation standard is of great significance in improving the quality of teachers in China. Currently, there isn’t a complete standard for excellent teachers in China. Therefore, this paper attempts to use social network analysis to analyze and comparethe standards of evaluating excellent teachers in the five countries of the United States, the United Kingdom, New Zealand, Australia and Canada.Using the software of Ucinet to conduct the centrality analysis of the five standard indicators, an excellent teacher evaluation standard framework is constructed, consisting of three first-level indicators and 12 second-level indicators. The first level indicators are professional knowledge, professional practice, and professional attributes. The second-level indicators include: subject knowledge and teaching knowledge;teaching practice;cooperation with family, community, and colleagues;improving professional level;effective communication with students, parents and colleagues;assessment;management strategy;commitment to the development of students’ psychological and physical health;teaching reflection;respect of diversity and equality in teaching;establishing a good learning environment;use of literacy, numeracy and information communication technology in teaching.Drawing on the evaluation standards of excellent teachers in the world, the training of excellent teachers in China can start from the following three aspects. Firstly, professional know-ledge is the basis of becoming an excellent teacher. Secondly, professional practice is the core of becoming an excellent teacher. Thirdly, professional attributes are the prerequisite for becoming an excellent teacher.