共性探索与中国情境:与改革实践同行的中小学教师评价研究  

Universal Exploration and Chinese Context:A Study on the Evaluation of Primary and Secondary School Teachers in the prosress of Reform

作　　者：李汉学[1] 柳燕 周奕彤 LI Hanxue;LIU Yan(School of elementary Education,Hunan First Normal University,Changsha,Hunan 410205)

机构地区：[1]湖南第一师范学院初等教育学院,湖南长沙410205

出　　处：《湖南第一师范学院学报》2024年第2期58-65,共8页Journal of Hunan First Normal University

基　　金：国家社科基金(社会学)青年项目“社会建构论视域下中小学师生交往异化及其矫正机制研究”(20CSH042)。

摘　　要：自改革开放以来,国内中小学教师评价研究得到了快速发展,呈现出主题相互融合、方法多元的特点,并根植于中国的情境之中,在主题方面展现出一定特色。通过系统分析改革开放以来在国内CSSCI和全国中文核心期刊发表的中小学教师评价文献,运用扎根编码方法,从研究主题等角度进行深入剖析,勾勒出国内中小学教师评价研究的轮廓。最后,根据分析结果提出了一个整合的中小学教师评价研究理论框架,并指明未来中小学教师评价研究的发展方向。Showing a characteristic of theme integration and method multiplication,the research on evaluation of primary and secondary school teachers in China has developed rapidly since the reform and opening-up,which is rooted in the context of China and shows certain characteristics in the theme.By systematically analyzing the teacher evaluation literature published by CSSCI and the National Chinese core journals since the reform and open-ing up,this paper presents the outline of the research on the evaluation of primary and secondary school teachers in China from the perspective of research topics through the grounded coding method.Based on the analysis results,this study puts forward an integrated theoretical framework for the research of evaluation of primary and secondary school teachers,and clarifies the development directions of the research in the future.

关 键 词：中小学教师评价研究 扎根理论 中国情境 

分 类 号：G40-058[文化科学—教育学原理]