论师德评价实施的动态性、层次性和全面性  

On the Dynamics,Hierarchy and Comprehensiveness of the Implementation of Teacher Morality Evaluation

作　　者：糜海波[1] MI Hai-bo(Department of Ideology and Politics,Nanjing Forest Police College)

机构地区：[1]南京森林警察学院思政部,江苏南京210023

出　　处：《教育理论与实践》2022年第22期40-44,共5页Theory and Practice of Education

摘　　要：师德评价的实施应呈现动态性、层次性和全面性。动态性是指将静态性的总结性评价与动态性的形成性评价结合起来,既注重过程评价和反馈指导,也适时运用总结性评价意见改善师德状况。层次性是指师德评价在“质”的方面要区分“道德行为”“不道德行为”“非道德行为”,在“量”的方面应把握教师德行的层次性,包括师德境界、师德行为和职业取向的甄别和引导。全面性是指将教育行为的动机和效果、目的和手段等联系起来进行综合和分析评价,以教育立德树人为价值原则,以全体受教育者的全面发展为价值导向,坚持动机与效果相统一、目的与手段相统一。The implementation of teacher morality evaluation should be dynamic,hierarchical and comprehensive.Dynamic evaluation refers to the combination of static summative evaluation and dynamic formative evaluation.It not only pays attention to the process evaluation and feedback guidance,but also timely uses opinions of summative evaluation to improve teachers’moral status.The hierarchy of teachers’moral evaluation means that in the aspect of“quality”,we should distinguish among“moral behavior”“immoral behavior”and“non-moral behavior”,and in the aspect of“quantity”,we should grasp the hierarchy of teachers’moral evaluation,including the screening and guidance of teachers’moral realm,teachers’moral behavior and professional orientation.Comprehensiveness refers to the comprehensive and analytic evaluation of the motivations,effects,purposes and means of educational behavior,taking the cultivation of virtue through education as the value principle and the comprehensive development of all the educatees as the value orientation as well as adhering to the unity of motivation and effect,and the unity of purpose and means.

关 键 词：师德评价 动态性 层次性 全面性 

分 类 号：G451.6[文化科学—教育学]