中小学教师评价改革进展调查与未来路向

A Survey on the Progress and Future Direction of Teacher Evaluation Reform in Primary and Secondary Schools

教师评价改革是新时代教育评价改革的重点任务之一。研究采用自编问卷,对国内24个省(自治区、直辖市)的8347名中小学教师就教师评价改革的进展现状进行调查,发现中小学教师评价目的能够兼顾“奖惩性”与“发展性”,教师评价主体多元,教师评价标准以“德、能、绩、勤”为核心内容,教师评价方法多样,教师评价总体效果积极,教师的教师评价观呈进步取向。但同时也面临诸多挑战:教师评价的发展性理念未能充分彰显,教师在评价中的主体性地位式微,师德师风评价有效落地遭遇困境,教师评价标准缺少分类且育人导向不明,教师评价技术“智能化”水平低,教师评价生态失衡。未来的中小学教师评价改革应强化发展性的教师评价价值导向、提高教师在评价中的主体地位、有效落实教师评价第一标准、创新教师评价的分类标准、优化教师评价的进阶方法并重构教师评价的文化生态。

Teacher evaluation reform is one of the key tasks of educational evaluation reform in the new era.A self-designed questionnaire was used in this research to investigate the progress of teacher evaluation reform among 8347 primary and secondary school teachers in 24 provinces(districts,cities)in China.It is found that the purpose of teacher evaluation can give consideration to both“reward and punishment”and“development”;the subjects of teacher evaluation are diverse;the core content of teacher evaluation criteria is“morality,ability,performance and diligence”;the methods of teacher evaluation are diverse;the overall effect of teacher evaluation is positive;and teachers’view of evaluation is progressive.But at the same time,there are many challenges:the developmental concept of teacher evaluation has not been fully demonstrated;the subjectivity of teachers in the evaluation has declined;the effective implementation of teacher ethics evaluation has encountered difficulties;teacher evaluation standards are lack of classification and the education orientation is unclear;the“intelligent”level of teacher evaluation technology is low;and the ecology of teacher evaluation is unbalanced.The future reform of teacher evaluation in primary and secondary schools should strengthen the developmental value orientation of teacher evaluation;improve the dominant position of teachers in evaluation;effectively implement the first standard of teacher evaluation;innovate the classification standard of teacher evaluation;optimize the advanced methods of teacher evaluation;and reconstruct the cultural ecology of teacher evaluation.