A Study On The Evaluation Of Middle School Teachers In Minority Areas

Any multi-ethnic national country in the world is very concerned about minority education problems. Quality of education in minority are as directly affects the balanced development of education throughout the country. Since the founding of China, especially after there form and opening up, the development of education in minority are as have been subjected to the Communist Party of China’ and the government’s attention and support, the government has formulated a series of preferential policies for the development of national education, which is aimed at the development and prosperity of minority education, improving the quality of minority population, and promoting the development of national economic and social development. Over all, our national regional education has made remarkable achievements, however, due to various factors, compared with the developed are as of education development in minority areas, our national regional education is still relatively backward, the quality of education has yet to be improved.Education is the foundation, education plans, teacher-centered. Teachers are the first resource of education, and building high-quality teacher is a essential condition to promote national education development. Scholars think highly of the study of teacher evaluation, it has a lot of research findings. As a multi-ethnic national country, researchers have paid close attention to teacher development’s problems; it already has a lot of research findings about education theory and practice. However, it has little research findings about the teacher evaluation of middle school in minority areas. Therefore, studying of the teacher evaluation of middle school in minority areas has practical significance, because it is the part of educational equality and quality education.In this study, taking the middle school teachers at LX county in Xiangxi Autonomous Prefecture as object of study, and taking the problems of middle school teacher evaluation as study emphasis, which is going know what are some problems about middle school teacher evaluation? Why? How to solve it? And I will try my best to solve these main questions in my paper.The study is divided into six chapters.Chapter One is an introduction, describing the research the origin, status, purpose and significance, research ideas and methods as well as the structure and framework papers. Chapter Two is the basis study for middle school teacher evaluation. In this chapter of the interpretation and definition of the core concepts related to teacher evaluation, analyzing the theoretical basis for teacher evaluation. Chapter Third is of e high school teacher evaluation status quo. This part is of the questionnaire data through interview and collate data, analyzing the reality of high school teacher evaluation. Chapter Four accounts for the evaluation of problems of middle school teachers. The survey data is based in part on the evaluation of the reality of middle school teachers and statistical analysis, to exploring the region’s high school teachers’ evaluation of the existence of the problem and analyze the causes of the problem. Chapter Five explores some strategies that are to solve the problems of high school teacher evaluation. According to teacher evaluation theory, combined with the actual situation in minority areas, for the evaluation of teachers in middle schools in the region the problems, trying to propose targeted countermeasures and suggestions. Chapter Six is the conclusion that is to explain the deficiencies.By investigation and analysis of middle school teachers, there are some problems in this area. For example, the purpose of the evaluation emphasis on rewards and punishments, ignoring professional development; Evaluation of the main emphasis on school administrators, ignoring diversification; Content evaluation emphasis on teaching results, ignoring behavior and the teaching quality of teachers; Evaluation program is more emphasis on quantitative assessment and material rewards than qualitative assessment and spiritual encouragement; Evaluation process is more emphasis on top-down than people’s participation; Evaluation results is more emphasis on posting publicity than feedback diversity; For the problems, I believe that recommendations for improvement from the following aspects:we should adhere to evaluate the concept of professional development of teachers; we should evaluation of quality with professional evaluators; we should evaluation of the content and to develop clear criteria; we should evaluation methods have varied; we should advocate of democratic participation and improve teacher evaluation process; Improve teacher evaluation and feedback mechanisms.