Study On Teacher Performance Evaluation Of Guangzhou S Primary School

Teacher performance evaluation is a controversial and deeply concerned issue all over the world. It is the most critical, but also disturbing part of education and teaching administration, especially in the field of primary and secondary school teacher performance evaluation. Especially under the new situation of the elementary education reform, which is led by new curriculum reform, significant changes have taken place in the requirements of quality, role definition, and professional of primary school teachers. This brings forward new challenges and problems to both theoretical and practice research in teacher performance evaluation. Teacher performance evaluation is the comprehensive assessment of teaching behaviors and results, which should be the foundation of the teacher appointment system. Researchers believe that teacher performance evaluation is a multidimensional measurement, however, what contents should be included in the performance evaluation system? How to measure the hard-to-quantized indexes? In what ways the evaluation can reflect the teacher performances more comprehensively? What kind of problems with the teacher performance evaluation? How to properly use the results of the teacher performance evaluation? With documentary methods, surveys, quantitative and qualitative analysis, this paper will try to solve the problems above, based on theoretical analysis, by taking questionnaire surveys and interviews in Guangzhou S Primary School, analyzing the situation and characteristics of the teacher performance evaluation of this school, comparing by the teacher performance evaluation system of foreign primary schools, learning from the advanced experiences.