中小学教师对教育评价改革的认同感及其提升

Primary and Secondary School Teachers'Receptivity to the Educational Evaluation Reform and Its Improvement

在基础教育评价改革中,教师的认同感对改革实践的深化具有重要影响。从教师认同感的相关维度,对我国2868名教师进行的认同感现状调查,有助于探究学校文化氛围、学校文化认同与教师认同感之间的关系。研究发现,中小学教师普遍认同教育评价改革,但不同地区、职称、任教科目、教龄教师的认同感存在显著差异,且学校文化氛围、学校文化认同是影响教师认同感的重要因素。因此,在改革全面深化过程中,地方政府、教育部门需强化人本设计,完善适应性评价管理体系;打破传统改革路径中对领导者身份的惯性认识,培养“种子教师”率先引领评价改革;学校变革实践应遵循“实践感”逻辑,注重学校文化氛围影响的系统性与连贯性。

In the reform of basic education evaluation,teacher receptivity has a significant impact on the deepening of reform.From the related dimensions of teacher receptivity,the study investigated the current situation of 2868 teachers in China,which helps to explore the relationship between school cultural atmosphere,school cultural receptivity,and teacher receptivity.The study found that primary and secondary school teachers generally agree with the reform but there are significant differences in teacher receptivity in different regions,professional titles,teaching subjects,and teaching years.Moreover,school cultural atmosphere and teacher's cultural receptivity are important factors affecting teacher receptivity.Therefore,in the process of comprehensive deepening of reform,local governments and education departments need to strengthen humanistic design and improve the adaptive evaluation management system;Breaking the inertia of understanding the identity of leaders in the traditional reform path,cultivating“seed teachers”to lead the evaluation reform;The practice of school reform should follow the logic of“practical sense”and pay attention to the systematic and coherent influence of school cultural atmosphere.