教师绩效评价的理论与实践  

Theory and Practice on Teacher Performance Appraisal

作　　者：蔡永红[1] 林崇德[2] 

机构地区：[1]北京师范大学教育学院,北京100875 [2]北京师范大学发展心理研究所,北京100875

出　　处：《教师教育研究》2005年第1期36-41,共6页Teacher Education Research

基　　金：北京市教育科学"十五"规划课题;全国教育科学"十五"规划重点课题(CBA030044)

摘　　要：教师绩效评价是教育人事制度改革的关键,20世纪80年代以来,它成为了教育改革的重点和难点。在以往有关教师评价的研究中,三种不同类型的评价常常被混用;而对教师绩效的评价又常常只关注任务绩效,没有关注关系绩效;此外,大多数教师评价研究均是关于大学教师的。教师绩效评价应以教师绩效结构的理论分析为基础。基于教师素质结构理论,在文献分析和关键事件调查、关键事件访谈的基础上,通过定性分析和实证分析,在反复研究基础上,提出了教师绩效的结构,并通过实证研究探讨了教师绩效评价的信度与效度。Teacher performance appraisal is the key to educational personnel reform. Since 1980's, it has become the pivot and nodus of educational change. In the past studies on teacher appraisal, they were all about college teachers, and three different types were usually been confusedly used. At the same time, teacher performance appraisal often only focused on task performance, not on contextual performance. Teacher performance appraisal must be based on teacher performance construction theoretical analysis. Ground on teacher competence construction theory, on the basis of literature analysis, critical incidents investigation and critical incidents interview, through qualitative and quantitative analysis, we propose teacher performance construction. Reliability and validity of teacher performance appraisal are also discussed.

关 键 词：教师绩效评价 任务绩效 关系绩效 

分 类 号：G451.1[文化科学—教育学]