【作者】 陈氏芳草（Tr(?)n Thi Phuong Th(?)o）；

【导师】 王斌华；

【作者基本信息】 华东师范大学 ， 比较教育学， 2014， 博士

【摘要】 当今世界正在发生广泛而深刻的变革,知识越来越成为推动经济发展和人类社会进步的决定性力量,教育越来越成为国家综合实力和国际竞争力的核心因素。纵观世界发展史,任何国家的强盛,都是从率先发展教育开始的。可以说,教育立国、教育强国是国家跨越式发展经久不衰的成功之举。而教师的专业技能,师德等各个方面的素养,都对学生的培养起到了关键的作用,也直接决定了教育的质量,只有具备良好素质的教师,才能培养出优秀的学生,才能提高教育质量,才能不断的创造,并能带动科学技术发展。所以,为了加强教师队伍的建设,建立健全有效的教师评价体系就成了重中之重。全球化不仅使得我们有机会向外面的世界展示自己,也使得我们有机会相互借鉴彼此的经验,从而得到更好、更快的发展。越南教育改革起步较晚,在发展的过程中尤其要向教育水平高的诸多国家学习。但是考虑到越南特殊的国情,许多发达的资本主义国家的经验,研究了,借鉴的意义不大,而中国与越南都是发展中的社会主义国家,不仅在政治体制上,在社会文化上也有很多相似点,而且中国在很多方面都走前了越南之前,比如说中国确立改革开放的国策比越南早8年,加入世界贸易组织比越南早5年,实施《教育法》比越南早10余年,因此中国在发展过程中的许多经验是值得越南学者研究和学习的。作为一名在中国上海留学的越南学生,笔者对中国改革开放政策带来的日新月异的变化,尤其是中国教育改革的成就有了非常深刻的切身体会。笔者试图通过这篇论文,把自己所研究的两国教师评价比较的成果介绍给越南研究学者,为越南教师评价发展提供一个有价值的参考材料,为越南评价者提供一个可借鉴的参照实例。本文所提出的教师评价主要是两国中小学的现行教师评价。全文共分为七个部分：第一部分为绪论,概述了本文的选题缘由、相关研究综述、研究的意义与方法、研究的基本思路与框架以及对所使用的一些基本概念进行了界说。第二部分综述了中越教师评价发展史的各个时期,并进行了对比。第三部分论述和比较了影响中越教师评价的理论和思想。第四部分叙述和对比了中越教师评价的基本要素,即教师评价的概念、原则、功能、目的、基本要求等。第五部分梳理和比较了中越教师评价指标体系,这是本文的重点之一。第六部分论述并对比中越教师评价的操作方法。最后一部分总结概括了越南教师评价的现存问题,并指出中国教师评价的特点对越南的启示,这是本文的重中之重。更多还原

【Abstract】 Today the world is undergoing extensive and profound changes, knowledge increasingly becomes decisive factor to promote economic development and the progress of human society, so does education become the core element of the national comprehensive strength and international competitiveness. Throughout the history of the world development, any powerful country starts in the lead from developing education. As is known to us, strengthening education to make our nation stable and powerful is the enduring success of leapfrog development. And teachers’ accomplishment in professional skills, ethics and other aspects plays a key role in cultivation of students, it also directly determines the quality of education, only with the teachers of good quality can they cultivate excellent students, improve the quality of education, constantly create and drive the development of science and technology. So, in order to strengthen teachers team construction, establishing and improving the effective teacher evaluation system becomes a top priority.Globalization not only makes us have a chance to show us to the outside world and also gives us an opportunity to learn from each other’s experience so as to get better, faster development. Vietnam education reform starts late, it especially should learn from many countries with higher levels of education in the process of development. But given Vietnam’s special situation, it is not significant to draw lessons from the experience of many developed capitalist countries, while China and Vietnam are both developing socialist countries, they have a lot of similarities not only in the political system and social culture, but also in many aspects China develops earlier than Vietnam, for example China carried out the national policy of reform and opening up8years earlier than Vietnam and joined in the world trade organization five years earlier than Vietnam and implemented the education law10more years earlier than Vietnam, so China is worthy of Vietnamese academic research and learning in much experience in the development process. Be a Vietnamese student studying in Shanghai, China, the author has a very profound feeling of the rapid change of China’s reform and opening up policy, especially the achievement of education reform in China. The author attempts to introduce achievements in the study of teacher evaluation of comparison of the two countries to Vietnamese research scholars through this paper, and provides a valuable reference material for Vietnamese teachers’ evaluation development and a reference to draw lessons from examples for Vietnam evaluators.This paper puts forward the teacher evaluation which is mainly the current primary and secondary school teacher evaluation between the two countries. The full text is divided into seven parts:the first part is the introduction which summarizes the reason of my choice, related research review, research significance and the method as well as the explanation of the use of some basic concepts. The second part reviews the development history of the teacher evaluation in the various periods of China and Vietnam and has carried on the contrast. The third part discusses and compares theories and thoughts which influence the teacher evaluation in China and Vietnam. The fourth part describes and compares the evaluation of the basic elements, namely, the concepts of teacher evaluation, principles, functions, purposes, basic requirements, etc. The fifth part sorts out and compares the teacher evaluation index system, which is one of the focuses of this paper. The sixth part discusses the operation methods and compares the teacher evaluation. The last part sums up all existing problems regarding teacher evaluation in Vietnam and puts forward enlightenment of the characteristics of Chinese teacher evaluation to Vietnam, which is the key of the paper.更多还原