摘要
20世纪50年代,日本推行中小学教师评价制度改革,其虽然没有取得预期的改革成果,但改革经验值得反思。首先,在评价的主体上,不应该排除教师的主体参与;其次,在评价的手法上,不应该过于关注指标的量化;再次,在评价的过程中,不应该过于关注自上而下的行政管理;接着,在评价结果上,不应该过于关注结果的可比性;最后,在结果运用上,不应该过于关注奖惩等外部激励的作用。
The reform of teachers evaluation system in primary and secondary schools, carried out in Japan in the 1950＇s, scored no expected achievements, but provided reflective note-worthy experience. First, teachers should participate in the evaluation as an assessed subject; secondly, the quantification of the indicators should not be overstated as an evaluating technique; thirdly, the top-down administrative management should be reasonably involved in the evaluation; fourthly, the results should not be excessively compared; and finally, the extrinsic incentives should be proportionately applied.
出处
《宁波大学学报（教育科学版）》
2015年第5期129-132,共4页
Journal of Ningbo University(Educational Science Edition)
关键词
日本
中小学
教师评价
组织效能
Japan
primary and secondary school
teachers evaluation
organizational efficacy
