Implementation Of The Aa System Of Teacher Evaluation Program Of Qualitative Research

with the adoption of the open-door policy, educational system in China has been restored and rationalized, in which teacher management is among the priorities. As a result, teacher evaluation came into existence in the early 80s of the last century. In 1985 and 2001 the Central Committee of the Chinese Communist Party and the State Council respectively issued A Resolution on Educational System Reform and Resolution on Elementary Education Reform and Development. Both of the two documents pointed out emphatically the significance of teacher evaluation. On the other hand, the number of evaluation organizations in universities and institutions for scientific research are inadequate and are not functioning satisfactorily. The results from educational inspecting reflect too much of administrative evaluation. The adoption of Taylor's goal orientated evaluation system loses contact with reality. All of these have caused an ill effect to both the evaluators and the evaluated. No important breakthrough has emerged in the prevailing evaluation systems, and therefor a "plateau effect" inevitably exists in teacher evaluation. The prevailing teacher management has over-emphasized its aim at rewards or punishments. Of the many current evaluation schemes, some lay too much emphasis on goal orientation, weakening reinforcement, while others put undue stress on reinforcement, lacking lasting goal orientation. The current research is to find a balanced evaluation scheme to replace the old ones. The AA Evaluation Scheme attempts a solution to the problems concerning teacher evaluation. Efforts have been made on abalance between reinforcement and goal orientation, that is, in the scheme, teachers have been evaluated not only on professional skills but on potentials as well. The scheme, with a characteristic of school-based teacher management, aims at taping teachers' potential to the full as well as serving a goal orientation towards teacher development. At the same time, it serves to enhance teacher quality, guarantee the implement of quality education and improve school management.The writer of the paper, who has experienced being evaluated and evaluating, participates the research with a fair attitude. The present writer's work involved collecting data, including questionnaire, face-to-face talks with teachers, inducing and sorting out data, analyzing final results. The out-come of the research is mainly based on quantitative analysis, complemented with qualitative analysis.The paper consists of 6 chapters:Chapter 1: presentation of argumentsChapter 2: introducing the methods and procedures.Chapter 3: basis for the AA teacher evaluation schemeChapter 4: components and detailed evaluation itemsChapter 5: analyzing the implement of the AA evaluation scheme andthe resultsChapter 6: a discussion on the unsolved problemsThe implement of the AA teacher evaluation scheme has helpeddevelopment in teachers' professional skills and research ability, and at the same time, it has played a significant role in the overall development of school education and academic. Positive development has been seen in teacher evaluation. On the other hand, the scheme remains to be improved in terms of theoretical and practical aspects. Questions such as more reasonable evaluation on teachers' educational ideas, the way of grading, reward granting, motivation of elderly senior teachers in their research development, remain to be solved. Further research is to be launched before these problems can be properly settled.