鉴定与发展:教师专业发展的外因和内因——兼论高校教学督导评价新模式  

Evaluation and Development:The External and Internal Cause of Teacher Professional Development——New Pattern on the Assessment of Supervisions of Instruction in Higher College

作　　者：凌飞飞[1] 

机构地区：[1]衡阳师范学院教育科学系,湖南衡阳421008

出　　处：《湖南科技学院学报》2009年第11期216-217,230,共3页Journal of Hunan University of Science and Engineering

基　　金：湖南省教育科学"十一五"规划2006年度一般课题"高校教学督导制度的现存问题与改革对策研究"(项目编号XJK06CGD077)研究成果之一

摘　　要：根据辩证唯物主义内因和外因相互作用的原理,构建以发展性教师评价为主鉴定性教师评价为辅的高校教学督导评价新模式势在必行,同时也顺应了教师评价制度的发展趋势:一方面通过奖励、表扬、处罚等奖惩性手段使教师保持一定的外在压力,实现教师的被动发展;同时通过激发教师自我发展、自我实现和自我完善的内在需要等发展性手段使教师保持内在的自我激励,实现教师的主动发展。According to the dialectical materialism,the principle of interaction between internal and external causes, it is imperative to construct a new pattern of higher colleges＇ supervision of instruction assessment which relyed mainly on developmental teacher evaluation,and supplemented by identification of teacher evaluation.Meanwhile,it is also complies with the development tendency of teacher evaluation system： On the one hand, with a strict system of rewards and penalties to make teachers keeping certain external pressures, to achieve the passive development of teachers,on the other hand,by stimulating teachers to self-development,self-realization and self-improvement of the internal demand for the development of tools to enable teachers to maintain the internal self-motivation, to achieve the initiative development of teachers.

关 键 词：鉴定性教师评价 发展性教师评价 高校教学督导评价模式 

分 类 号：G642[文化科学—高等教育学]