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我国高校发展性教师教学评价指标体系构建

Establish Our Country College Developmental Evaluation Index System of Teaching

作者: 专业:教育学 导师:吕淑云 年度:2015 学位:硕士  院校: 东北石油大学

Keywords

Teaching Evaluation, Teachers’ Professional Development, Evaluation System, Construction

        发展性教师教学评价坚持以人为本的评价理念,以促进教师专业发展为目的,它是在充分给予教师尊重和自主权的基础上对教师教学进行评价的一种方式。发展性教师教学评价不同于传统评价,它不仅关注教师在评价前的表现,更强调教师在评价后对自身教学行为的反思与改进,并在评价过程中及时与教师进行沟通、交流,指导和帮助教师自我提升。本论文是在对发展性教师教学评价的内涵、特点、功能以及当前我国高校实施发展性教师教学评价的主要意义等方面展开深入分析研究的基础上,结合我国高校教师教学评价的实际情况,构建的我国高校发展性教师教学评价指标体系。在评价主体的选择上,采用了多元评价主体,包括教师、学生、同行(专家)、领导;在评价指标的选取上,依据高校教师综合素质的要求,通过文献阅读和教师评价指标量表查阅,进行了筛选和精炼;在评价指标的设计上,遵照四个评价主体的特点,分别设计了侧重点不同的评价指标量表;在评价权重的划分上,运用了层次分析法,对评价指标进行了层次分析,逐级计算并确定了评价指标的权重,最终构建出更加科学、合理、可操作性强的我国高校发展性教师教学评价指标体系。目前,对我国高校发展性教师教学评价指标体系的研究尚处于发展阶段,还需要长期不懈的努力,才能不断完善。本论文所构建的我国高校发展性教师教学评价指标体系,不同于传统评价强调“以评促管”为主要目的,而是将教师的发展变为评价的主旨,期待能够促进和推动发展性教师教学评价在我国高校开展进一步的理论与实践研究。由于时间和空间局限,本论文所构建的评价指标体系尚未经过实证检验,指标体系中可能存在一定不足,期望后续研究者能够继续加以完善和提高。
    The evaluation adheres to the people-centered concept and promotes teachers’ professional development for the purpose. Developing teaching evaluation is a way to evaluate teaching standards, which is based on teachers’ full respect and autonomy. Unlike the traditional evaluation, it is not only concerned about the front performance of teacher before evaluation, but also emphasizes on reflection and improvement of teachers about their teaching behavior after evaluation. And in the evaluation process in a timely manner to communicate with the teacher, exchange, guidance and help teachers upgrade themselves.This thesis is based on in-depth analysis on the connotation, characteristic, function of developing teaching evaluation and the major significance of our country colleges implement developing teaching evaluation, combined with the actual situation of our universities teaching evaluation, and build teacher development evaluation for our country colleges. About selecting subjects on the evaluation, we use multivariate evaluation subjects, including self-evaluation of teachers, students counterparts(experts) and leaders; About the selection of evaluation indicators, in accordance with the requirements of the comprehensive quality of college teachers, we read a lot of relevant literatures and check the index scale of school teaching evaluation; About the design of the evaluation criteria, we design the evaluation scale according to four emphasis, complying with the characteristics of different subjects of the evaluation; About classifying evaluation weights, we progressively calculate the evaluation index weight using analytic hierarchy process(AHP), final construct a more scientific, reasonable and workable developing teaching evaluation system of colleges.At present, the research of developing teaching evaluation system is still in the stage of development. So unremitting efforts needed to constantly improve. Our country colleges’ developing teaching evaluation system of I build in my thesis, is different with traditional evaluation which emphasizes on the management of teachers, its purpose is to help teachers develop. We hope it can pave the way for the further research of developing teaching evaluation of our country colleges, and promote the practice and application of developing teaching evaluation in our universities. Due to limited time and space, the empirical evaluation system has not been tested of the paper. There may be some deficiencies in system. So I hope that the follow-up researchers can continue to enrich and improve it.
        

我国高校发展性教师教学评价指标体系构建

摘要4-5
Abstract5
创新点摘要6-9
绪论9-16
    一、选题背景9
    二、选题目的及意义9-10
    三、研究方法10
    四、研究内容10-11
    五、概念界定11-16
        (一)教学评价11-13
        (二)发展性教师教学评价13-14
        (三)评价指标体系14-16
第一章 发展性教师教学评价的研究基础16-24
    1.1 发展性教师教学评价的理论依据16-19
        1.1.1 哲学基础16
        1.1.2 社会学基础16-17
        1.1.3 管理学基础17-18
        1.1.4 教育学基础18-19
    1.2 高校发展性教师教学评价的内涵19-24
        1.2.1 高校发展性教师教学评价的含义19-20
        1.2.2 高校发展性教师教学评价的特点20-21
        1.2.3 高校发展性教师教学评价的功能21-24
第二章 我国高校实施发展性教师教学评价的必要性24-30
    2.1 当前我国高校教师教学评价存在的问题分析24-25
    2.2 我国高校推行发展性教师教学评价促进教师专业发展势在必行25-27
    2.3 我国高校实施发展性教师教学评价的理论与现实意义27-30
        2.3.1 理论意义27-28
        2.3.2 现实意义28-29
        2.3.3 实践意义29-30
第三章 我国高校发展性教师教学评价理念与指标体系的构建30-47
    3.1 发展性教师教学评价理念30
    3.2 发展性教师教学评价指标体系构建的原则30-32
    3.3 评价主体的确定32-33
        3.3.1 教师32
        3.3.2 学生32-33
        3.3.3 同行(专家)33
        3.3.4 领导33
    3.4 评价指标的选取33-35
    3.5 评价标准的制定35
    3.6 评价指标的结构35-37
    3.7 评价指标的权重划分37-39
    3.8 四个评价主体的评价指标体系构建39-45
        3.8.1 教师自评量表39-41
        3.8.2 学生评价量表41-42
        3.8.3 同行(专家)评价量表42-44
        3.8.4 领导评价量表44-45
    3.9 评价结果的有效应用45-47
        3.9.1 评价结果反馈应遵循的原则45-46
        3.9.2 评价结果反馈46-47
第四章 我国高校发展性教师教学评价指标体系的实施保障47-49
    4.1 树立以教师专业发展为本的理念47
    4.2 健全评价组织与管理机构47
    4.3 建立有效的评价结果反馈机制47-48
    4.4 加强教师职业发展规划48-49
第五章 结论49-50
参考文献50-53
发表文章目录53
参与的课题53-54
致谢54-55
        


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