The Study On Yan'an City Regular Senior High School Implementing Developmental Teacher Evaluation Under The New College Entrance Examination System

Teacher evaluation is the orientation of teacher behavior,an effective way to build teachers,and one of the key factors for the success or failure of educational reform and development.The new college entrance examination system emphasizes "classification examinations,comprehensive evaluations,and multiple admissions," requiring teachers to change their ideas and improve students' training methods.The introduction of the new college entrance examination system poses a challenge to the current teacher evaluation and also provides an opportunity for reform.This paper probes into the status quo of teachers' evaluation in Yan'an urban and rural common middle schools,analyzes its causes,influencing factors and solutions,and has forward-looking significance for the efficient implementation of the new college entrance examination system.The introduction part mainly introduces the research origin of the paper,theoretical basis,method selection,object determination,material acquisition,domestic and foreign research status and other issues.Subsequently the part mainly discusses the problems related to the reform of new college entrance examination system and the evaluation of ordinary middle school teachers,including the basic spirit of the new college entrance examination system,the main content,and the new appeal of the new college entrance examination system to ordinary middle school teachers.Through interviews with school administrators and teachers or questionnaire surveys,the current status of teacher evaluation in Yan'an City Ordinary Middle School.Based on the analysis of the information obtained,the main problems and causes of teacher evaluation in the sample schools are discussed.The survey found that the main problems in the evaluation of ordinary secondary school teachers in Yan'an City were:teachers' high pressure on the evaluation of rewards and punishments' teachers was dominant;the evaluation content lacked the “development” and “humanistic” implication;evaluation methods weighed the weightlessness evaluation;Marginalization leads to thedifficulty of teacher's subject consciousness;teacher's misgivings about self-evaluation and bias of self-evaluation;teacher's misunderstanding of teacher's appraisal purpose;Teachers' mutual evaluation and mutual promotion become mere formality.The main reasons of the problems are: the predominance of managerialism;the school faces a strong pressure for enter a higher school;the improper operation of the teacher appointment system has a negative impact;the lack of a learning campus culture;the failure to take precautions against the reform of the new college entrance examination system.Through the investigation and analysis of causes,connecting the theory and relevant experience,and uses the new college entrance examination system as a guide to the new appeals of ordinary middle school teachers,and proposes solution strategies.The first is to comply with the new college entrance examination and develop quality education.The main discussion is to abandon the idea of only score,to reverse social utilitarianism,and to respond to changes in the school's response.The second is to improve school management and create a democratic and harmonious campus culture.This section mainly discusses strategies for schools to downplay evaluation management functions,optimize teacher appointment systems,and set up development groups.The last part is to stimulate the subjectivity of teachers and fully release the effectiveness of developmental teachers.In this regard,it mainly discusses the construction of the common vision of schools and teachers,the finalization of teacher development goals,evaluation content and standard,and the rational use of evaluation methods.