Teacher Learning Situational Evaluation Research

Teacher learning,the driving force of career development,promotes the teacher's self-development.As a means of educational management,the evaluation of teacher learning is the supporting point of education management.A person,as a teacher,he/she bears the responsibility to improve the education quality;as an adult,teacher learning upholds his/her self-development needs.The current national teacher learning evaluation neglects its expansibility and process: people focus too much on evaluation targets and look down on the teachers' career development;the evaluation criteria are static and the evaluation methods are monotonous;lacking of the participation of multivariate evaluation subject;limited evaluation feedback illustration;lacking of assessment value;all those factors above leads the teacher learning not involved with the fundamental goal----teacher development.Situational assessment is essentially a new form of the fourth generation evaluation theory,from the function of the evaluation of the role is to promote the construction of evaluation,evaluation to promote change,to promote the management of evaluation,evaluation and construction,focusing on building.It is based on the "real" situation,the development of teachers as the fundamental goal,to take a variety of adaptive evaluation methods to grasp the specific situation of teachers to learn the true performance,so as to make a reasonable value judgment.Combined with the implementation of China's "national training plan",the study of the evaluation of teachers based on the shortcomings of the existing evaluation will examine the situation evaluation for teachers' learning,exploring the evaluation path of teacher learning,to provide reference for better results.This study is mainly from five aspects of the evaluation of teacher learning:First,look at the present situation of teacher learning evaluation.The questionnaire and interview outline were used to investigate the teachers.Second,explore the problems and reasons of teacher learning evaluation.Third,clear teacher learning situational meaning,ideal path and value orientation evaluation: with the development of the teacher,in the context of process evaluation,quantitative and qualitative,static and dynamiccombination,pay attention to people's individual care,pay attention to "the authenticity of learning".Fourth,the design of teachers to learn situational evaluation model.To grasp the situation evaluation model construction of teacher learning objectives,theoretical basis and principle,model structure connotation and evaluation process,based on multi subject participation,taking development as the purpose of the evaluation,evaluation standard oriented design both quantitative and qualitative,with "authenticity" learning evaluation contents,evaluation methods of the integration of modern big data information technology,finally realize the feedback of evaluation results of virtuous cycle.Through the development of situational learning content activities,the design of teacher learning situational assessment program,to achieve effective evaluation of teacher learning.Fifth,the summary of teachers' learning situational assessment.Summarize the conclusions of the research on the evaluation of teachers' learning situation,and put forward the deficiencies and prospects of the research on the evaluation of teachers' learning situation.In this study,the "situational assessment" is applied to the field of teacher learning research,which broadens a new dimension of cognitive evaluation and provides a useful reference for the realization of teachers' learning quality.