Problems And Reform Ractics Of Middle School Teacher's Evaluation

Teacher's evaluation is an important part in schooling and it's also a measure necessary for school administration .To evaluate the teachers correctly and effectively is of great significance in strengthening faculty management, deepening educational reform, carrying out educational policy and enhancing the education quality. In recent years, progress has been made in both theory and practice regarding teacher's evaluation in china. Many problems, however, still exist in the evaluation of middle-school teachers. The paper's attempts is to explore some of those problems and offer corresponding solutions. It consists of four parts:The first part is an introduction, providing the background of teacher's evaluation study, the thematic source, the current teacher's evaluation practice in advanced countries and its orientation, and the significance of the study and its methods.The second part is an exploration of the theories concerning middle school teacher's evaluation, the author proposes an evaluation mode appropriate to present–day China .The third part is an investigation and analysis of the existing problems prevalent in middle schools of Nanning city and in the key schools of the countries of Guangxi.The most common problems are: utilitarianism of evaluation: decisive role played in evaluation by school leadiship; one sidedness, complexity and formalism of evaluation criteria and norms; unscientific techniques and methods used in evaluation process and the perfunctory handling of the evaluation resultsThe last is the major part of this paper. The author analyzes the existing problems in evaluation of middle school teachers, offers the following solutions: correct orientation of the evaluation; pluralism of the main evaluation body; establishment of a reasonable oprerational quota system ;adoption of scientific and practicable evaluation methods and the setting up of feedback organism.