美国教师课堂观察评价改革的动因、取向及启示  

The Motivations and Orientations and Implications of The Reform Observation-based Assessment of Teaching in the United States

作　　者：谢淑海[1] XIE Shuhai(YiLi Normal University,Yining Xinjiang 83500)

机构地区：[1]伊犁师范学院,新疆伊宁835000

出　　处：《现代教育管理》2016年第12期75-79,共5页Modern Education Management

基　　金：教育部人文社科项目新疆项目"新疆免费师范生教师专业身份认同现状与建构策略研究"(13XJJC880004)

摘　　要：在多种驱动力的推动下,美国中小学对课堂观察评价进行了有效的改革。改革主要趋向于从基于观察者到基于评价标准的课堂观察、从属地管理者到专业的课堂观察评价者、从单向监管到双重相互问责、从冲突走向合作。美国教师课堂观察评价对我国具有四点启示:重视课堂观察评价在教师评价中的作用、完善课堂观察评价指标体系、明确评价的管理功能和改进功能之间的关系以及建构评价的问责机制。In the promotion of a variety of driving forces, districts and states begin to improve the observation-based assessment of teaching. There are four key principles that should guide the observation-based assessment of teachers： Use standards-based instruments for data collection; Rely on observers/assessors other than building administrators, ideally master teachers, to conduct observations; Support observers by establishing shared responsibility and accountability for evaluations and employment decisions; The tenor of labor relations： Shifting from conflict to partnership. So, the observation-based assessment of teaching in the United States has four aspects of enlightenment on the observation-based assessment of teaching in China. First, pay attention to the role of the observation-based assessment of teaching in teacher evaluation. Second, perfect the evaluation index system of the observation-based assessment of teaching. Third, make clear the relationship between the evaluation function of management and improvement. Fourth, establish sound evaluation and accountability mechanisms.

关 键 词：美国 课堂观察评价 问责 教师发展 

分 类 号：G642.421[文化科学—高等教育学]