发展性教师评价制度研究
摘要
概括起来说，有两种目的不同的教师评价制度，一是奖惩性教师评价制度，二
是发展性教师制度。
奖惩性教师评价制度是一种传统的评价制度。它以奖励和惩处为最终目的，通
过对教师五作表现的评价，作出解聘、晋升、调动、降级、加薪、减薪、增加奖金
等决定。这种教师评价制度势必影响教师的坦诚态度，很难指望全体教师的积极参
与。我国目前仍然沿用这种陈旧的、弊大于利的传统教师评价制度。
发展性教师评价制度是一种新型的评价制度。它以促进教师的专业发展为最终
目的，建立在评价双方互相信任的基础之上，和谐的气氛贯穿评价过程的始终。8
0年代末和90年代初以来，英国开始推行这种新型的发展性教师评价制度，受到
了广大教师的欢迎。许多教师称赞这种新型的教师评价制度既是促进教师专业发展
的有力措施，又是纠正缺点、发扬优点的有效途径，更是一项至关重要的教育改革
制度。
本文在回顾总结现行教师评价制度和实地考察发展性教师评价制度的基础上，
分析研究了发展性教师评价制度的产生背景和操作原理，并且探讨了发展性教师评
价制度的理论基础。
笔者希望本文对我国的教师评价制度产生一定的影响，在理论上和实践上克服
我国现行的奖惩性教师评价制度弊端，调动教师的五作积极性，改善领导与教师、
教师与教师、教师与学生、教师与家长、教师与社会的关系，最终极大地提高教育
和教学质量。
Generally speaking, there are two kinds of teacher appraisal
systems with different purposent. 0ne is the teacher appraisal system
for accountaability, the other is the teacher appraisal system for
professional development.
The teacher appraisal system for accountability is a traditional
syatem, It aims at reward and punishment on the basis of the teachers'
performance, such as dismissal, promotion, transfer, demotion, salary
increase, salaty decrease and mer it pay, Such a system cannot guarantee
all the teachers to take an active part in it with a frank attitude.
But the traditional system with quite a few disavantages is still in
use in China.
The teaeher appraisal system for professional development is a
nwe system, It aims at the professional development of all the teachers,
based on the mutual understanding of appraisers and appraisees and with
2
the barmon ious atmospber s runn ing througb tbe wbole 7rocesB. S ince tbe
late 1980s an6 tbe early 1990B, G!eat Br itain haB introluced the new
teacber appraisal syBtem. It ha8 been a99reciated by tbe great ma j or ity
of tbe teacber8 and they 8ay that tbe ne' sy8tem is a strong mea8ure
to fac i l itate al l tbe teaeher8' profe8B ional deve lopment, an effeet ive
,ay to eorrect thei! sborteomings and a6d to the ir acbieYemntB, and a
very impor tant reform in educat ional fie l6,
The doctoral diBBer tat ion analy8e8 the n'e systeo' 8 background,
implementation anl theory, in tle l ight of tbe !evie' of the
traditional teacbet ap7raisal 8ytem an6 the fiel6 8tud7 of the ne'
teaeber appra iBal Bystem.
I ho9e that the di8Bertation 'ill give an impetu8 to the current
teacher apPra i8al sy8tem in Ch ina, eorrect ing its di sadvantage8 in
theory an' in pract ice, arous ing tbe teaebers' enthus iaBm an6
improY ing the fe 1at ionsh i7 bet'een scbool author ity and teaeher sj
teahers an' teacbef Bj teaberB and 8tulents, teacher s an6 parentB an6
teacbers and coorun ities, and f inal ly improve teacbing gua1 ity anl
e 6uca t iona l gua l i t y.
是发展性教师制度。
奖惩性教师评价制度是一种传统的评价制度。它以奖励和惩处为最终目的，通
过对教师五作表现的评价，作出解聘、晋升、调动、降级、加薪、减薪、增加奖金
等决定。这种教师评价制度势必影响教师的坦诚态度，很难指望全体教师的积极参
与。我国目前仍然沿用这种陈旧的、弊大于利的传统教师评价制度。
发展性教师评价制度是一种新型的评价制度。它以促进教师的专业发展为最终
目的，建立在评价双方互相信任的基础之上，和谐的气氛贯穿评价过程的始终。8
0年代末和90年代初以来，英国开始推行这种新型的发展性教师评价制度，受到
了广大教师的欢迎。许多教师称赞这种新型的教师评价制度既是促进教师专业发展
的有力措施，又是纠正缺点、发扬优点的有效途径，更是一项至关重要的教育改革
制度。
本文在回顾总结现行教师评价制度和实地考察发展性教师评价制度的基础上，
分析研究了发展性教师评价制度的产生背景和操作原理，并且探讨了发展性教师评
价制度的理论基础。
笔者希望本文对我国的教师评价制度产生一定的影响，在理论上和实践上克服
我国现行的奖惩性教师评价制度弊端，调动教师的五作积极性，改善领导与教师、
教师与教师、教师与学生、教师与家长、教师与社会的关系，最终极大地提高教育
和教学质量。
Generally speaking, there are two kinds of teacher appraisal
systems with different purposent. 0ne is the teacher appraisal system
for accountaability, the other is the teacher appraisal system for
professional development.
The teacher appraisal system for accountability is a traditional
syatem, It aims at reward and punishment on the basis of the teachers'
performance, such as dismissal, promotion, transfer, demotion, salary
increase, salaty decrease and mer it pay, Such a system cannot guarantee
all the teachers to take an active part in it with a frank attitude.
But the traditional system with quite a few disavantages is still in
use in China.
The teaeher appraisal system for professional development is a
nwe system, It aims at the professional development of all the teachers,
based on the mutual understanding of appraisers and appraisees and with
2
the barmon ious atmospber s runn ing througb tbe wbole 7rocesB. S ince tbe
late 1980s an6 tbe early 1990B, G!eat Br itain haB introluced the new
teacber appraisal syBtem. It ha8 been a99reciated by tbe great ma j or ity
of tbe teacber8 and they 8ay that tbe ne' sy8tem is a strong mea8ure
to fac i l itate al l tbe teaeher8' profe8B ional deve lopment, an effeet ive
,ay to eorrect thei! sborteomings and a6d to the ir acbieYemntB, and a
very impor tant reform in educat ional fie l6,
The doctoral diBBer tat ion analy8e8 the n'e systeo' 8 background,
implementation anl theory, in tle l ight of tbe !evie' of the
traditional teacbet ap7raisal 8ytem an6 the fiel6 8tud7 of the ne'
teaeber appra iBal Bystem.
I ho9e that the di8Bertation 'ill give an impetu8 to the current
teacher apPra i8al sy8tem in Ch ina, eorrect ing its di sadvantage8 in
theory an' in pract ice, arous ing tbe teaebers' enthus iaBm an6
improY ing the fe 1at ionsh i7 bet'een scbool author ity and teaeher sj
teahers an' teacbef Bj teaberB and 8tulents, teacher s an6 parentB an6
teacbers and coorun ities, and f inal ly improve teacbing gua1 ity anl
e 6uca t iona l gua l i t y.
引文
1． Alan Evans & John Tomlinson, 'Teacher Appraisal: A Nationwide Approach", (ed.), London: Jessica Kingsley Publishers, 1989．
2． Cyril & Doreen Poster, 'Teacher Appraisal: Training and Implementation', (2nd Ediion), London: Routledge, 1993．
3． Department of Education and Science & Welsh Office, 'Teaching Quality", London :HMSO, 1983．
4． Department of Education and Science & Welsh Office, 'Better School', London: HMSO, 1985．
5． Department of Education and Science, "Education Reform Act", London: HMSO, 1988．
6． Department of Education and Science, HMI Report: 'Dvevelopments in the Appraisal of Teachers", London: DES, 1989．
7． Heywood, J, 'School Teacher Appraisal: for Monetary Reward, or Professional Development, or Both? ' in Tomlinson, H.(ed.), 'Performance-Related Pay in Education", London; Routledge, 1992．
8． Her Majesty's Inspectors, 'Quality in School: Evaluation and Appraisal', London: HMSO, 1985．
9． HMSO, 'School Teacher Appraisal: A National Framework', London: HMSO, 1989．
10． HMSO, "The Education (School Teacher Apprraisal) Regulations 1991", London: HMSO, 1991．
11． MacGregor, D.G, "The Human Side of Enterprise", London: McGraw-Hill, 1960．
12． Maslow, A. H, "Motivation and Human Personality", New York:Harper, 1959．
13． Montgomery, Diane & Hadfield Norma, 'Practical Teacher Appraisal', London: Kogan Page Ltd, 1989．
14． Munn, P, "Parents and Schools: Customers, Managers or Partnerts ? ", (ed.), London: Routledge, 1993．
15． NDC, "Consortium of School Teacher Appraisal Pilot Schemes ; Progess on Appraisal: An Interim Report", Bristol: National Development Centre for School Management Training, 1988．
16． 俞文钊 《管理心理学》 甘肃人民出版社1989年6月版
17． 邹宜民 《比较管理学》 南京大学出版社1993年12月版
18． 马斯洛著 林方译 《人性能达的境界》 云南人民出版社1987年8月版
19． 《中小学管理》杂志社编 《中小学管理纵览》(上册) 首都师范大学出版社1996年8月版
20． 《中小学管理》杂志社编 《中小学管理纵览》(下册) 首都师范大学出版社1996年8月版
21． 郑和钧 协同教学与素质发展 湖南师范大学出版社1994年版
2． Cyril & Doreen Poster, 'Teacher Appraisal: Training and Implementation', (2nd Ediion), London: Routledge, 1993．
3． Department of Education and Science & Welsh Office, 'Teaching Quality", London :HMSO, 1983．
4． Department of Education and Science & Welsh Office, 'Better School', London: HMSO, 1985．
5． Department of Education and Science, "Education Reform Act", London: HMSO, 1988．
6． Department of Education and Science, HMI Report: 'Dvevelopments in the Appraisal of Teachers", London: DES, 1989．
7． Heywood, J, 'School Teacher Appraisal: for Monetary Reward, or Professional Development, or Both? ' in Tomlinson, H.(ed.), 'Performance-Related Pay in Education", London; Routledge, 1992．
8． Her Majesty's Inspectors, 'Quality in School: Evaluation and Appraisal', London: HMSO, 1985．
9． HMSO, 'School Teacher Appraisal: A National Framework', London: HMSO, 1989．
10． HMSO, "The Education (School Teacher Apprraisal) Regulations 1991", London: HMSO, 1991．
11． MacGregor, D.G, "The Human Side of Enterprise", London: McGraw-Hill, 1960．
12． Maslow, A. H, "Motivation and Human Personality", New York:Harper, 1959．
13． Montgomery, Diane & Hadfield Norma, 'Practical Teacher Appraisal', London: Kogan Page Ltd, 1989．
14． Munn, P, "Parents and Schools: Customers, Managers or Partnerts ? ", (ed.), London: Routledge, 1993．
15． NDC, "Consortium of School Teacher Appraisal Pilot Schemes ; Progess on Appraisal: An Interim Report", Bristol: National Development Centre for School Management Training, 1988．
16． 俞文钊 《管理心理学》 甘肃人民出版社1989年6月版
17． 邹宜民 《比较管理学》 南京大学出版社1993年12月版
18． 马斯洛著 林方译 《人性能达的境界》 云南人民出版社1987年8月版
19． 《中小学管理》杂志社编 《中小学管理纵览》(上册) 首都师范大学出版社1996年8月版
20． 《中小学管理》杂志社编 《中小学管理纵览》(下册) 首都师范大学出版社1996年8月版
21． 郑和钧 协同教学与素质发展 湖南师范大学出版社1994年版