Research On The Optimization Of W Junior Middle School Teacher Evaluation Index System In Wenzhou

In the 1980 s,the United Kingdom proposed developmental teacher evaluation.Through the implementation of teacher evaluation,teachers' professional growth was promoted to achieve the common progress of schools and teachers,and the common development of organizations and individuals.This concept was formally distinguished from the past rewarding and punishing teacher evaluation.At present,the evaluation index system of teachers in different schools in China is not unified.On the surface,the evaluation index system of teachers in most schools takes into account the performance of teachers in all aspects.In essence,it aims at reward and punishment.It ignores the analysis and diagnosis,lacks humanistic care,and does not promote teachers' professional development.The evaluation results are mainly used for utilitarian purposes,and the evaluation of teachers is not comprehensive.In order to make the research more specific and targeted,the author of the thesis selects an ordinary junior high school--W Middle School in Wenzhou as the research object,finds that the school's teacher evaluation index system has problems,and develops targeted countermeasures.Through literature analysis,questionnaire survey and other research methods,the author combines theory with practice to highlight the specific problems existing in the W Middle School teacher evaluation index system and analyze the causes,and then puts forward countermeasures to solve the problems.The main content of this article includes four aspects: First,the research background,significance and purpose of the thesis are elaborated,the necessity and importance of the research on the teacher evaluation are clarified,and then the researches on the teacher evaluation at home and abroad are conducted,and next the research method and content of this thesis is determined.Second,introduce the concepts related to the teacher evaluation,define what is evaluation,teacher evaluation,developmental teacher evaluation,and combine the theory of “Hierarchy of Needs”,“Y Theory”,and “Humanism Theory” to provide theoretical guidance for subsequent research.Thirdly,through the questionnaire survey,to understand the current situation of W Middle School teacher evaluation index system,and found that the existing problems are: the bias of evaluation index weights,the implementation of evaluation standards are flawed,the teacher's right to speak in the evaluation is lacking,the evaluation results focuses on rewards and punishments.Then the author traces back to the factors that cause these problems: social environmental factors,school administrators' conceptual factors,and improper operation of the evaluation system,etc.Fourth,taking the disadvantages of the status quo of teacher evaluation mentioned earlier into consideration,an attempt was made to apply the developmental teacher evaluation in W Middle Schools.In order for this system to promote the professional growth of middle school teachers and the improvement of school education quality,this article will propose relevant countermeasures: the new junior high school teacher evaluation should take democracy as the cornerstone,development as the goal,and science as the guide.Teachers,students,experts and colleagues evaluate together.The author also establishes a new teacher evaluation index system that includes 7 primary indicators and 22 secondary indicators.The reform of W Junior Middle School teacher evaluation index system will allow more teachers to re-examine their professional missions and turn their professional growth and dedication into education into a mission.