教师自我评价的主体性困境与突破  

Dilemma and Breakthrough of Teacher Evaluation Subjectivity

作　　者：谷峥霖[1] 马季 秦善鹏 Gu Zhenglin;Ma Ji;Qin Shanpeng(Yunnan Normal University)

机构地区：[1]云南师范大学教育学部 [2]泰山学院教师教育学院

出　　处：《当代教育科学》2023年第2期17-26,共10页Contemporary Education Sciences

基　　金：全国教育科学规划教育部青年课题“后普及时代区域普惠性学前教育资源配置的协调机制研究”(项目编号:EGA210400)的研究成果之一。

摘　　要：当前,中小学教师评价在外源性社会本位、知识本位观念的实效性因素影响下,评价本质偏倚控制及管理学校、多样化评价形式等物性功利。以人本位的内源性教师主体呈现“唯上性”状态,其中“主体性”是当前教师高素质专业发展的内质追求,是学校教师自我评价有效实行的判别核心,受能动主体与关联客体双重影响。以教师自我评价主体性的意涵为逻辑起点,厘定“共同心理建构“”公-私”及“主-客”三维象限中教师自我评价主体性的特有属性、对立形象及二维向度,通过事实论证阐述对教师自我评价主体观念与行动的现实审理,理性追问自我评价中观念意识、知识技能、体系制定等主体性困境,提出围绕“主-客”体形成内、外源性的优化路径,外部保障向度以“学校”为中心,重构“有效的机制”与共享“共识性体系”;内部提升向度以“教师”为内核,重新审视教师评价观与创新理性评价法,从而促动教师自我评价主体性的回归与提升。At present,the evaluation of primary and secondary school teachers is influenced by the effectiveness factors of exogenous social standard and knowledge-oriented concepts,and the evaluation essence bias controls the school,diversified evaluation forms and other material utility,which makes the people-oriented endogenous teacher subject present a state of “superficiality”,among which“subjectivity”is the intrinsic pursuit of the current teacher high-quality professional development. It is the discriminant core of the effective implementation of school teachers’ self-evaluation,which is influenced by both active subject and relevant object. Taking the meaning of teacher self-evaluation subjectivity as the logical starting point of the research,the unique attributes,opposing images and two-dimensional dimensions of teacher self-evaluation subjectivity in the three quadrants of “common psychological construction”,“public-private”and “subject-client”are determined,and the realistic review of the concept and action of teacher self-evaluation subjectivity is expounded through factual demonstration. Rational inquiry into the subjective reality dilemma of self-evaluation,such as concept awareness,knowledge and skills,system formulation,etc..To proposes the formation of internal and external optimization path around the“subject-client”body,the external guarantee dimension is“school”as the center,and the reconstruction of“effective mechanism”and sharing“consensus system”. The internal improvement direction takes“teacher”as the core,reexamines the teacher evaluation view and innovative rational evaluation method,so as to promote the return and promotion of teachers’ self-evaluation subjectivity.

关 键 词：教师自我评价 主体性 高素质专业发展 困境与突破 

分 类 号：G635.1[文化科学—教育学]