国内教师评价研究可视化分析:现状与启示  

Current Status and Implications of Domestic Teacher Assessment

作　　者：黄广芳[1] 冯亚利[1] 毛江容 HUANG Guang-fang;FENG Ya-li;MAO Jiang-rong(School of Foreign Languages,Hubei University of Technology,Wuhan 430068,Hubei,China;Wuhan Dongxihu District Junior High School,Wuhan 430040,Hubei,China)

机构地区：[1]湖北工业大学外国语学院,武汉430068 [2]武汉市东西湖区初级中学,武汉430040

出　　处：《武汉理工大学学报（社会科学版）》2024年第1期132-140,共9页Journal of Wuhan University of Technology:Social Sciences Edition

基　　金：国家社会科学基金一般项目“高校外语教师评价素养发展路径研究”(20BYY104)。

摘　　要：基于CSSCI来源期刊论文为研究对象,对近二十年来国内教师评价研究进行可视化分析,结果显示:近二十年来国内教师评价研究发文量整体增长速度放缓;作者之间和研究机构之间均缺乏合作;研究热点聚焦于评价制度、评价政策、发展性教师评价、教师评价素养等;研究经历了基础、强化、深化三个发展阶段。在反思国内教师评价研究进展的基础上,从强化实证研究、推进校本化特色研究、加强合作研究三个方面提出了未来研究应着力的方向,以期进一步推动国内教师评价研究的理论深化。Based on the CSSCI source journal papers from the CNKI database as the research samples,this study makes a visual analysis of teacher assessment research in China in the past 20 years.The results show that:the overall growth rate of domestic teacher assessment research publications has slowed down;a lack of cooperation exists among authors and research institutions;the research topics focus on assessment system,assessment policy,developmental teacher assessment,and teacher assessment literacy;and research has gone through three development stages,basic,intensive and deepening stage.Based on the reflecting,this paper puts forward the future research directions in three aspects,strengthening empirical research,promoting school-based characteristic research and strengthening cooperative research to further promote the theoretical deepening of domestic teacher assessment research.

关 键 词：教师评价 评价制度 评价政策 发展性教师评价 评价素养 

分 类 号：G522[文化科学—教育学] G451[文化科学—教育技术学]