Investigation Study On The Professional Identity Of Primary School Teachers Under The Background Of Comprehensive Quality Evaluation

As a professional worker,teachers' recognition of their professional identity is the key to improve teachers' motivation and sense of responsibility.The teacher's professional identity also has an effect on teachers' perception,adaptation and practice of educational reform,only when teachers understand their professional identity correctly,can they improve their own identity,andwon' t be at a loss of the new promulgated reform program,won' t be lose themselves in the process of educational reform and self-role transformation.Comprehensive quality evaluation is an important mean to discover and cultivate students' good personality,and an important system to further promote quality education.In recent years,the strong promotion of comprehensive quality evaluation policy has prompted the provincial and municipal education authorities to issue relevant documents,most schools have realized the significance of comprehensive quality evaluation,and formulated the corresponding implementation plan.As the most closely integrated main body of the comprehensive quality evaluation,teachers play a key role in promoting the implementation of comprehensive quality evaluation.The recognition of teachers' professional identity as comprehensive quality evaluators can affect the attitude and concrete behavior of teachers' comprehensive quality evaluation activities to a certain extent.However,through the collation of existing research,the author finds that many teachers are faced with a lot of confusion in the implementation of comprehensive quality evaluation process.Such as: can the comprehensive quality evaluation promote the development of students? how to promote the development of students? how to change the role of teachers? how to carry out comprehensive quality evaluation? Based on this,the study will carry out empirical research to explore the recognition of teachers' professional identity as comprehensive quality evaluators.The researcher mainly uses questionnaire method,supplemented by interview method,with primary school teachers in some parts of the country as the research objects,collects data by combining paper questionnaire and electronic questionnaire,and discusses the professional identity degree of teachers as comprehensive quality evaluators by analyzing questionnaire data.Firstly,according to the primary school teachers on the comprehensive quality evaluation attitude,the overall identification of the various dimensions of the questionnaire to analyze the overall level of identification.Secondly,according to the primary school teachers in the comprehensive quality evaluation value,comprehensive quality evaluation understanding,self-role positioning,comprehensive quality evaluation ability,environmental support,in the five dimensions of the identification of primary school teachers to analyze the specific identity status quo.Finally,analyze the differences among primary school teachers under different demographic variables.According to the questionnaire data,the necessity of the comprehensive quality evaluation of primary school teachers is highly recognized,and primary school teachers are highly identified in the value identification dimension of comprehensive quality evaluation,while in the recognition and understanding of comprehensive quality evaluation,self-role positioning,comprehensive quality evaluation ability and environmental support of the identity dimension are moderate.According to the questionnaire data and interview results,there are following problems in the recognition of teachers' professional identity as comprehensive quality evaluators: some teachers' cognition of comprehensive quality evaluation is not comprehensive enough;non-class teachers of the comprehensive quality evaluation consciousness and ability is lacking;some teachers' self-role positioning has some deviation;senior parents have low trust in comprehensive quality evaluation;comprehensive quality evaluation training activities are insufficient;the school's comprehensive quality evaluation activities are not rich enough.Through the analysis of data and literature,it's found that the main reasons affecting the identity of primary school teachers as comprehensive quality evaluators are: the influence of traditional educational evaluation view,which makes some parents and teachers trapped in scores and grades unable to extricate themselves;the lack of motivation of primary school teachers to carry out comprehensive quality evaluation is mainly reflected by the comprehensive quality evaluation results in the promotion of education do not make reference,this awkward position makes the comprehensive quality evaluation meet with contempt;teachers' misunderstanding of comprehensive quality evaluation will increase the burden of teachers' work,lead to teachers' enthusiasm for participation is reduced;the lack of support for teachers by schools and parents of students has led to teachers not getting strong support in the comprehensive quality evaluation work,and the theory of comprehensive quality evaluation is weak,which leads to the understanding of comprehensive quality evaluation of primary school teachers still need to be learned.Through the research of comprehensive quality evaluation and the teacher's professional identity,combined with the questionnaire data and interview data,the researcher puts forward the strategic proposal from three levels of the government,schools and teachers to promote primary school teachers as comprehensive quality evaluator sanclevel professional identity: the government level should strengthen policy improvement and policy publicity.Through policy propaganda to weaken the traditional educational values,arouse the awareness of the comprehensive quality evaluation of relevant subjects,the comprehensive quality evaluation policy document to understand,encourage the theoretical research of comprehensive quality evaluation,and other measures to promote the relevant subjects,especially the primary school teachers' understanding and recognition of the comprehensive quality evaluation,and thus promote primary school teachers as comprehensive quality evaluation of the professional identity;School level should pay attention to positive guidance and teacher division of responsibility.By establishing the value orientation of the comprehensive quality evaluation of the education the person,carrying out the training of the relevant subjects and the education to give positive guidance to the evaluator status of the primary school teachers,the school-based implementation plan of comprehensive quality evaluation is introduced and the corresponding responsibilities of primary school teachers are carefully divided;Teachers level should actively improve their evaluation literacy and ability.Teachers should adhere to the scientific concept of student development,form a scientific concept of comprehensive quality evaluation,and strive to improve their ability to carry out comprehensive quality evaluation.Finally,teachers should also take the initiative to reflect in the practice of comprehensive quality evaluation,and strengthen their identity as comprehensive quality evaluators in continuous reflection.The combined efforts of society,schools and teachers can effectively promote the professional identity of primary school teachers as comprehensive quality evaluators.