The Urban Junior Middle School Teachers And The Administrative Cadre Appraise The Cognition Difference And The Appraisal Effect Related Research To The Teacher

With the development of China's education reform, teacher evaluation has increasingly become the focus of education; teacher evaluation has become a key factor in education reform. Teacher evaluation plays an important rule in improving the quality of education. It is an important issue of modern educational reform and development that know to establish what kind of evaluation system; how to reform teacher evaluation system; how to make different groups of teachers understanding the cognitive assessment system, it is also the need of new curriculum reform. The writer has been engaged in teaching and management in secondary schools, in practice, the writer can understand some of the concepts of evaluation of teachers; the purpose of evaluation, roles, but there are still some confusion, especially teachers and managers have different understanding of the evaluation, which lead the difference in evaluation of the passion and attitude, and can't exert the value of evaluation. The evaluation system that promotes the professional development of primary and secondary school teachers has not scientifically established yet. It results in many problems in the evaluation, such as the conflicts between the cadre, teachers and students and others. The establishment of a just, harmonious, scientific evaluation system is an important part of management, and should be solved as soon as quickly.This paper reviewed the literature, and summarized the characteristics of middle school teachers. This paper selects five secondary school teachers of Anshan City as objects of study, evaluate their cognitive status of teachers, and use the method of documentation to summarize the development process of city junior high school teachers; current status of teacher evaluation; characteristics of secondary school teachers'evaluation, based on questionnaires and interviews, through the investigate of teachers and managers, the purpose of the Cognition research; research evaluation methods; main cognitive survey research; apply the results of research and the different titles and different groups of teachers, teacher evaluation of character recognition difference, then summarizes the evaluation of teachers and managers. The aim of the inconsistency, which lead to evaluation results can not promote the professional development of teachers; teachers, managers and the evaluation of content knowledge are inconsistent, leading to inconsistencies in evaluating the degree of attention; teacher evaluation and managers are not the same degree of recognition, which lead to the acceptance of different evaluation; teachers and managers use different evaluation results, which lead to different evaluation of attitudes; teachers and managers have different understanding about subject to evaluation, which lead to participation in acts of different conclusions. It is important to make effective from the perspective of professional development for teachers, establish a scientific evaluation system; strengthen publicity and education, raising awareness of the evaluation of teachers; reform evaluation methods for evaluation of scientific information, objective and impartial assessment of teachers; the establishment of self-evaluation mechanism, the formation of self-diagnosis, self-reflection mechanism to enable teachers to become master of the evaluation; strengthen teacher psychological counseling and evaluation to create a harmonious atmosphere, for "Evaluation of Teaching double long" and other improvement strategies or methods for carrying out scientific assessment of junior high school teachers provide a reference so that secondary school teachers is more standardized and scientific evaluation, which can really inspire teachers to self-development and self-enhancement, so as to promote the professional development of teachers.