A Comparative Study On The Development Of Teachers' Evaluation Standards In The Basic Education Stage Between China And Britain Since The 1980's

Teachers' evaluation is based on a series of educational evaluation,and according to the main aspects of contradiction in education evaluation,it can be said that teacher evaluation is the focus and key point of educational evaluation.In this paper,through the comparative study on the development of teachers 'evaluation standards in the basic education stage between China and Britain since the 1980 s,this paper summarizes the characteristics of teachers' evaluation standards in China and Britain,analyzes their similarities and differences,and on this basis,The evaluation criteria put forward the need to avoid the aspects and explain some worthy of summary of experience,with a view to the healthy development of teacher evaluation in China,the improvement of teachers' quality,and even the improvement of the quality of education as a whole,make due efforts and contributions.The structure of this paper is as follows:In the "Introduction" part of the basic issues related to a more systematic interpretation,the first part of the text of the basic education in the stage of teacher evaluation of the historical development process.Among them,the author reviews the evolution of the teacher qualification system in China,the specific contents of the teacher evaluation system in 1993 and 1995,and introduces the professional standards of teachers in 2002,2007 and 2012 in England.On this basis,the author summarizes the characteristics of teacher evaluation development in the basic education stage between China and Britain.The second,third and fourth parts of the text are the focus of this article,respectively,respectively,described the basic education in the beginning of the basic education teachers,serving ordinary teachers,excellent teachers evaluation criteria,and compared it,in comparison Similarities and Differences of Teachers' Evaluation Standards in Basic Education.In general,these three categories of teacher evaluation standards have their own characteristics.Specifically,in the second part,after comparison,the basic point of the basic evaluation of teacher training standards in the Sino-British basic education is that the two are constantly institutionalized,standardized and legalized in the development,and the new teachers Evaluation is based on the actual situation proposed by the country.And the two in the development of the starting point,the degree of concern for the development of teachers,teachers,teaching ability requirements,the level of teachers,access to the scope of application and so on are different.The third part is based on the evaluation of the standard of ordinary teachers in the basic education in China and the comparison of the professional standards of ordinary teachers in 2007 and 2012 in China.Both China and Britain are very concerned about the teaching ability,self-reflection and students' growth.The difference is that the single and diversification of the evaluation criteria,the focus on quantitative and qualitative evaluation,the degree of reward and punishment reflected in the purpose of evaluation,the evaluation process is focused on management or focus on development and other aspects are different.In the fourth part,the evaluation criteria of excellent teachers in high school,junior middle school and primary school are compared with those of excellent teachers in primary and secondary schools in 2007 and 2012.Both China and the UK pay attention to the teaching practice ability of excellent teachers,Student 's sense of service.The difference between the two is that China adopts the system of binding evaluation,the evaluation criteria of excellent teachers in the UK are progressive development.The evaluation content in our country is more abstract and the content of the evaluation in the UK is more specific.The evaluation of the main grades of excellent teachers,The UK focuses on the convergence of excellent teacher evaluation criteria with the initial teacher evaluation criteria and the prevailing standard of teacher evaluation.At the end of the article,the fifth part explains the misunderstanding and the experience that should be avoided in the evaluation of teacher evaluation in our country,which discusses how to avoid blindly drawing on the evaluation standard,the obsolete evaluation concept,The author puts forward that China should improve the entry threshold of prospective teachers,strengthen the qualitative research,combine the qualitative research with the quantitative research,and pay attention to the convergence of the evaluation criteria of each stage.