【作者】 田莉；

【导师】 吴刚平；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2009， 博士

【摘要】 校本评价与教师专业发展有着密切关系,所以本文试图以教师专业发展为切入点对校本评价的意义性展开探究。本论题的提出主要基于一个基本的背景,即教师专业发展的需要与评价改进功能迷失之矛盾日益尖锐,且仍未找到适宜的解决办法。本研究的重要目的在于揭示和论证校本评价何以促进教师专业发展的主要机制。整个研究的过程主要在评价主体、评价过程、评价制度三重维度上展开:而且在每一重维度中,又分别从“条件机制”和“主体机制”两个层面对校本评价背景下,教师究竟能够获得哪些方面的发展、为保护和激励教师专业发展需要创设何种条件、具体过程是如何呈现的等问题进行了论证,进而揭示出校本评价可以通过优化各个环节,特别是通过建立和健全“条件机制”和“主体机制”有效促进教师专业发展的基本原理。第一章主要对校本评价的研究背景和关涉教师专业发展的校本评价论题之研究进展做了系统的回顾,并提出本文试图解决的问题。首先在对国外校本评价的实践缘起和理论发展过程的解读中,归纳了校本评价已有的实践模式和经历的主要发展阶段,并结合国际教育发展的背景和国内教育变革的需要分析了国内考虑校本评价的必要性。在此基础上,从评价与教师发展的关系入手,就校本评价背景下研究教师专业发展的可能性做出了确认,并提出了本文需要解决的主要问题。第二章主要对整个研究的理论基础和分析维度进行了阐述。校本评价的理论基础涉及两个部分:一是与校本评价自身的本质属性和核心理念相关的理论内涵,指出校本评价具有“内部、自主、常驻”的本质属性和“赋权、对话、自我改进”的核心理念;二是与校本评价改进与发展功能相关的整个研究的立论基础,分别从哲学、组织行为学和教育学三个层面,对教师成为评价者的思想本源进行了探究。第三章主要从评价主体的维度考察了在校本评价背景下提升教师专业自主意识的可能性与现实性。首先指出在主体层面的评价视野中,教师专业发展的“主体机制”是实现自主发展的专业理想;其次澄清了教师实现专业发展理想的“条件机制”是教师成为评价者身份的确立;进而在赋权增能的核心机制中,呈现教师是如何在校本评价的准备与规划过程中获得专业发展的。第四章主要从评价过程的维度分析了校本评价背景下发展教师专业知能的可能性与现实性。首先指出在过程层面的评价视野中,教师专业发展的“主体机制”是发展教师的专业知识与能力;其次澄清了教师实现自主发展过程的“条件机制”是学校内部组织结构的调整;进而在自主管理的评价运行机制中,呈现教师是如何在自主管理校本评价的过程中获得专业发展的。第五章主要从评价制度的维度阐述了校本评价背景下构筑教师专业合作文化的可能性与现实性。首先指出在制度层面的评价视野中,教师专业合作文化构筑的“主体机制”是形成评价共同体:其次澄清了维系共同体存在的“条件机制”是校本评价自身的改进与完善;进而在共同体协同作用的动力机制中,呈现教师专业合作文化是如何在校本评价的实施过程中常态化的。第六章主要基于以上分析,就指向促进教师专业发展的校本评价论题本身,提供了一些可供分享的国内、外经验,并就我国实施校本评价的影响因素和保障条件做出了理性的思考。更多还原

【Abstract】 Because of the close relationship between school-based evaluation and teacher professional development, this thesis, taking teacher professional development as a breakthrough point, is to explore the meaningflilness of school-based evaluation. The research issue is on the basis that the contradiction between the needs of teacher professional development and the disorienting improving function of evaluation are becoming increasingly acute, but the ideal solutions have not been found yet. The purpose of this study is to reveal and demonstrate why and how the school-based evaluation is promoting teacher professional development. The whole study is framing by the three dimensions - the subject, process and system of evaluation. And at each dimension, further discussion about contents, conditions and process of teacher professional development is from two aspects: condition-mechanism and subject-mechanism. Finally the thesis makes a conclusion that optimizing each step of school-based evaluation is effective, especially by establishing a sound condition-mechanism and subject-mechanism, to promoting teacher professional development.Chapter one mainly reviews the research background of school-based evaluation and the research progress of school-based evaluation concerning teacher professional development, and then proposes the thesis issue. First of all, the thesis summarizes the practice pattern and the stages of research history of school-based evaluation when interpreting the origin of school-based evaluation practice and the process of theory development from an international perspective, and then makes an analysis on the necessity of school-based evaluation in China considering the background of international education reform and domestic educational reform needs. On the basis of that, it is confirmed that making research on the professional development in the context of school-based evaluation is possible.Chapter two elaborates the theoretical basis and analytic dimensions of the whole study in two parts. Part one is about the theoretical connotation related to the nature and core ideas of the school-based evaluation, pointing out that the nature of school-based evaluation is internal, independent, permanent and the core ideas are empowerment, dialogue, self-improvement. The other part is the rationale of the whole study, which, from the level of philosophy, organizational behavior and pedagogy, is to explore the origin idea that teacher should be evaluator.Chapter three is on, from the subject dimension, the possibility and reality of promoting teachers’ consciousness of professional autonomy on the background of school-based evaluation. First of all, the subject-mechanism of professional development is to achieve the ideal of autonomic professional development in the vision of evaluation subject. Second, the condition-mechanism of professional development is to establish teachers’ identity of evaluator. The last part is about how the teacher realizes professional development in the process of preparing and planning the school-based evaluation in the mechanism of empowerment.Chapter four is on, from the process dimension, the possibility and reality of developing teachers’ professional knowledge and competency on the background of school-based evaluation. First, the subject-mechanism of professional development is to develop teachers’ knowledge and competency in the vision of evaluation process. Second, the condition-mechanism of professional development is to adjust the organizational structure of schools. Last is about how the teacher realizes professional development in the process of school-based autonomy-managing evaluation in the operating mechanism of autonomy-management.Chapter five is on, from the system dimension, the possibility and reality of building a professional culture of cooperation on the background of school-based evaluation. First, the subject-mechanism of professional development is to formatting evaluation community in the vision of evaluation process. Second, the condition-mechanism of professional development is the self-improvement of school-based evaluation. Last is about how the professional culture of cooperation is normalized in the dynamic mechanism of community synergies.Based on the above analysis, chapter six is directed to the issue of promoting teachers professional development by providing some domestic and aboard experiences, and makes some rational thoughts about the influencing factors and security conditions of implementing school-based evaluation in China.更多还原