【作者】 黄俊丽；

【导师】 刘志军；

【作者基本信息】 河南大学 ， 课程与教学论， 2008， 硕士

【摘要】 评价改革是课程改革的重要组成部分,它不仅包括评价理念的改革,也包括评价方式的变革。在传统教师评价方法的局限性日益凸显的今天,流行于欧美的教师档案袋评价作为一种新的发展性教师评价方法被引入了我国课程改革理论和实践之中。教师档案袋评价是以促进教师专业发展为根本目的,以激励教师自我反思、主动和谐发展为主的一种质性评价方法。然而在实践中要么存在重建轻用的现象,要么没有明确的评价程序、评价标准等,而且在实施过程中也存在诸多问题。正是在这一现实背景下,本论文以郑州市5所中小学作为实证研究的对象,对教师档案袋评价的理论和实践进行更为深入的探索。首先,本论文阐述了教师档案袋评价的相关概念及发展历程,并分析了教师档案袋评价的理论基础(即多元智能理论、建构主义与后现代主义)及其对教师档案袋评价研究的启示。然后集中剖析了当前教师档案袋评价在理念、指标、实施、反馈四个主要方面存在的问题,并分析了造成这些问题的原因:工具论思想的影响、“拿来主义”的评价标准的使用、教师惰性的持续、合作文化的缺失与组织因素的缺乏。在对教师档案袋评价现状进行了深刻反思后,本研究对教师档案袋评价体系的构建提出了自己的构想:通过澄清教师档案袋评价理念、重整教师档案袋评价内容与标准、构建以教师自评为核心的多元评价格局以及改进教师档案袋评价反馈机制来建立教师档案袋评价理论体系,为解决评价过程中出现的问题提供了依据;通过教师档案袋的创建、反思、展示与交流、评价等环节的实施来理清教师档案袋评价的实践操作,为有效地实施教师档案袋评价提供了参考;尔后从制度层、文化层和方法层这三个层面来建立有效的保障机制,为更好地发挥教师档案袋评价的功能提供了保障。最后,本研究选取A校作为案例分析的对象,通过对该校教师档案袋评价实践历程的探索和现状评析,引发了进一步的思考。教师档案袋评价在实际应用中会因国情、文化的差异而出现一些问题,但各国关注人的发展、面向未来的教师评价理念是一致的,这就要求我们坚持以人为本、树立过程性、发展性的评价理念并结合学校实际使其在我国发挥应有的功能。更多还原

【Abstract】 Evaluation reform, including not only the reform of evaluation ideas, but also ways of evaluation , plays an important part in the curriculum reform. As traditional teacher evaluation methods are so limited, teacher’s portfolio assessment, which is a new method of developmental teacher evaluation and popular in Europe and America, has been introduced into the curriculum reform in China. Teacher’s portfolio assessment is a qualitative way of assessment. With the teacher professional development as the primary purpose, it can greatly help teachers with their self-reflection and self-development. However, many problems exist in the implementation. For example, it is seldom used and it has no definite process and criteria of evaluation. It is under such a practical background that this thesis explores its theory and practice deeply, taking 5 elementary and middle schools in Zhengzhou as the research object.The thesis starts with a few concepts related to teacher’s portfolio assessment and its development course, Then the thesis analyses not only the rationales, (i.e., the theory of multi-intelligence, constructivism and post-modernism), but also their possible contributions to teacher’s portfolio assessment. Next, the thesis dissects the four problems centrally existing in the current teacher’s portfolio assessment. The problems include ideas, criteria, implementations and feedbacks. After this, the author analyzes the reasons behind these problems. They are as follows: the influences of the tool theory, the uses of foreign evaluation criteria, continuation of teacher’s inertia, lack of organization and cooperation cultures.After the profound reflection of the present-day teacher’s portfolio assessment, the research has constructed a system of the teacher’s portfolio assessment on its own. The author tries to clarify the assessment ideas, to reform assessment contents and criteria, to construct a multi-dimensional assessment pattern with teachers’ self-assessment as the core, and to improve its feedback mechanism. Thereby, a system of assessment theory will be established and this also can provide the solution to the problems which have appeared in the process of implementation. With the effective implementation of the theory as the main purpose, the thesis presents the practical operations of teacher’s portfolio assessment through its construction, teacher’s reflection, its demonstration and exchange and its implementation. Finally, the research establishes an effective guarantee mechanism from such three aspects as systems, cultures and methods.Finally, the thesis takes school A as the object of case analysis, explores its practice, analyzes its status quo and excites more thinking about teacher’s portfolio assessment.Some problems will definitely arise in the implementation of teacher’s portfolio assessment because of the differences of national identity and cultures. But the assessment concept will remain the same when we pay more attention to the qualitative development of man and to the future, which requires us to stick to regarding human’s development as an important task and building developmental evaluation ideas. Besides, we should base our theory on our own school environments and put it to use accordingly.更多还原