摘要
美国有效教师评价有增值性评价和标准化评价两种基本形式,评价方式的选择是教育行政管理部门价值取向的重要体现。其中包括个人价值取向中的历时进程和共识状态、集体价值取向中的以衡量为目的的筛选和以发展为目的的推动、社会价值取向中的学生载体的结果评价和师生互动的过程评价。基于美国有效教师评价中发展价值、主体价值、过程价值和专业价值的思考,我国教师评价制度的构建应遵循个性化原则、学生关注原则、可执行原则、多元参与原则。
Value-added model and standard-based model are two basic approaches for effective teacher evaluation in USA, and which approach to choose represents the value orientation of administrative education departments. For the indi- vidual value, dynamic process and static situation are concerned by two different models. For the collective value, the focus for the two models are selecting excellent teachers and promoting professional development. And for the social value, pro- cess evaluation and result evaluation are paid attention to respectively by two models. In fact, borrowing the ideas from the developing value, subjective value, procedural value and professional value in the effective teacher evaluation in USA, we can construct our own teacher evaluation system by adhering to the following principles：personal principle, student-con- cerned principle, executable principle and multi-participalion principle.
出处
《教育理论与实践》
CSSCI
北大核心
2015年第10期40-43,共4页
Theory and Practice of Education
基金
教育部人文社会科学研究项目青年基金项目<农村小规模学校多学科教学现状及教育质量提升策略研究>(项目编号:14YJC880065)的阶段性研究成果
关键词
美国有效教师评价
增值性评价
标准化评价
effective teacher evaluation in the US
value-added model
standard-based model
