“教师专业发展360度校本评估”的实践研究  

Practical Research on Omni-directional School-Based Evaluation for Teacher Professional Development

作　　者：姜庆军 曹慧 Jiang Qingjun;Cao Hui(Changzhou Foreign Languages School,Changzhou 213031,China)

机构地区：[1]常州市外国语学校

出　　处：《江苏教育研究（实践）（B版）》2018年第7期47-51,共5页A Journal of Research in Education

基　　金：江苏省教育科学"十二五"规划课题"基于人本管理的360°校本评估实践研究"(课题编号:D/2013/02/378)的研究成果

摘　　要：为了进一步激发学校教师专业发展内驱、应对教师专业发展评价下移现实,常州市外国语学校通过问卷调查与行动研究等方法,构建了包含师德修养、教育绩效、教学绩效、教育科研、专业影响5个维度的一级指标和18个维度的二级指标,以及对指标赋分的"教师专业发展360度校本评估模型"。教师专业发展校本评估保障体系具备了评价主体多元化、方法多样性以及评价结果有效利用的特点。该评估以"模型"为评估基点,以信息化电子档案为评估着力点,以多元评估主体介入为评估质点,以年度和阶段性反馈为评估焦点,以学术奖励实施为评估支点,建立了衡量标准具体、有一定区分度的教师发展保障机制。To further stimulate the internal drive of teacher professional development and tackle the realistic problems, our school conducts questionnaire surveys and action research to construct the first level index of five dhnensions and the second level index of 18 dimensions including teacher morality, educational performance, teaching performance, education research and professional influence, and we have also constructed the omni- directional school-based evaluation model for teacher professional development. The system of evaluation is characterized by diversified evaluation subjects, method varieties and effective use of evaluation results. The evaluation is based on the models, focuses on informational electronic files, guarantees the quality of evaluation with diversified evaluation subjects, stresses the yearly and stage feedback as the focus, and adopts the academic awards as the fulcrum of evaluation, eventually having established the concrete and divided guarantee mechanism for teacher development.

关 键 词：教师专业发展 360度评价 校本评估 评估模型 

分 类 号：G451[文化科学—教育学]