发展性评价视域下中小学教师评价的现实问题、逻辑成因与实施路径  

The Current Challenges,Logical Causes,and Implementation Paths of Evaluating Primary and Secondary School Teachers from the Developmental Evaluation Perspective

作　　者：孟静怡 温文雪 MENG Jingyi;WEN Wenxue(Beijing Language and Culture University,Beijing 100083,China)

机构地区：[1]北京语言大学,北京100083

出　　处：《中国考试》2025年第5期64-72,共9页journal of China Examinations

基　　金：2022年度教育部人文社会科学研究青年基金项目“新时代教育评价观与教师专业发展的激励反馈机制研究”(22YJC880055)。

摘　　要：教师评价是教育评价的重要组成部分,科学的教师评价体系是提升教育质量、促进师生共同发展的关键。随着我国教育评价改革的不断深化,近年来中小学教师评价改革成效显著,但依然存在评价主体单一、评价过程动态性不足、评价结果利用率低等突出问题,其成因可以从观念、技术、环境、资源等方面进行分析。推行发展性评价是破解中小学教师评价难题的关键路径。区别于常见的结果评价,其更加注重评价的过程性和发展性,突出教师的主体地位,全面考察教师的教学行为并给予必要的反馈和指导,促使教师不断反思、完善教学实践,实现教师与学校组织的协同发展。Teacher evaluation is a significant component of educational evaluation,and a scientific teacher evaluation system is key to improving educational quality and promoting the mutual development of teachers and students.In recent years,significant progress has been made in primary and secondary school teacher evaluation in China due to continuous reforms in education evaluation.However,there are still challenges such as a lack of diversity in evaluation subjects,insufficient emphasis on dynamic evaluation processes,and underutilization of evaluation results.These challenges stem from several factors,including conceptual limitations,technological constraints,environmental influences,and resource allocation issues.To tackle these challenges,implementing developmental evaluation is the key.Unlike the conventional outcome-driven evaluations,developmental evaluation emphasizes the process and growth-oriented nature of assessment,highlights teachers'principal role in evaluation,comprehensively assesses their instructional practices,and provides essential feedback and guidance.This approach encourages teachers to continuously reflect upon and improve their teaching,thereby facilitating the synergistic development of both teachers and school organizations.

关 键 词：发展性评价 教师评价 中小学教师 教育评价改革 

分 类 号：G405[文化科学—教育学原理]