教師專業評鑒 的英文怎麼說
中文拼音 [jiāoshīzhuānyèpíngjiàn]
教師專業評鑒
英文
evaluation of teaching profession- 教 : 教動詞（把知識或技能傳給人） teach; instruct
- 專 : Ⅰ動詞（獨自掌握和佔有） monopolize; take possession alone Ⅱ形容詞（集中在一件事上的） concentrate...
- 業 : Ⅰ名詞1 （行業） line of business; trade; industry 2 （職業） occupation; profession; employment; ...
- 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
- 鑒 : Ⅰ名詞1 （鏡子 古代用銅製成） ancient bronze mirror2 （可以作為警戒或引為教訓的事） warning; objec...
- 教師 : teacher; mentor; schoolteacher
-
Especially is the viewpoint of the research model, advocated the development of the curriculum with the assessment should conformity be one, the teacher during development curriculum, namely should do action research to evaluate self - teaching with introspection, extremely is worth at present carrying out the school - based curriculum development as well as the teachers of emphasizing professional independent in school to refer
其中特別是研究模式的觀點，主張課程的發展與評鑒應集成為一，教師在發展課程的同時，即應以行動研究的方式，對自我的教學行動做評鑒與反省，非常值得當前推行學校本位課程發展以及強調專業自主的學校教師們參考。With the development of personnel system reform in chinese public institution, the teachers - engagement system in university come to reality. as well known, the foundation of teachers - engagement system bases on scientific teacher assessment. unfourtunately, the current assessment theory of university teachers is obviously unable to explain or solve those problems occurred in university teacher assessment. thus reforming on current university teacher assessment system and raising human resources management skills of university become more and more urgent. there are two popular teacher assessment theories at present, one is teacher assessment aiming at reward and punishment, another, another is developmental assessment of teacher, the two kinds of assessment theories both have their own drawbacks : teacher assessment aiming at reward and punishment pays over attention to the function of choice and appraisal, this can be found easily in lately universities of china, such as " survival of the fittest ", " reward best and punish worst ", " eliminate the lasf ' and so on ; although developmental assessment of teacher declares to promote teachers - efficiency under no pressure of reward or punishment, it lacks of operation ability and needs to spend lots of time and resources, thus it is very hard use in real situation
目前在教育領域流行的教師評價主流是獎懲性教師評價（總結性教師評價）和發展性教師評價，但這兩種教師評價體系都或多或少的有各自的弊端：獎懲性教師評價過于偏重鑒定選擇功能，近幾年在我國高校教師評價中經常用到的「優勝劣汰」 ， 「獎優罰劣」 ， 「末位淘汰」 ， 「能者上、庸者下」等等，都充分反映出我國教師評價中以獎懲為目的的鑒定選擇功能發揮到了極致；而近年引入國內的發展性教師評價理論雖然標榜是一種不以獎懲為目的而是在沒有獎懲的條件下促進教師的專業發展，從而實現學校的發展目標的評價體系，但由於其可操作性不強，在發源地英國和美國的實施情況卻並不如意? ?需要耗費大量的資源和時間而難以真正貫徹落實。
分享友人