With the coming of neo-economy era, human resource has been fundamentally strategic in national economy and social development .nowadays the quality of talent is dependent on education, therefore the teachers have become a leading role in talents' training . So ,to value the teacher's achievement is something urgent and realistic.The reform of education in china requires to set up the evaluation system that enhance the teacher continued improvement ,emphasize teacher analysis and introspection to their teaching behavior ,sets up the evaluation system that mainly rely on the teachers own comments as well as the teacher, student participate .Make teachers acquire information from different kinds of channels and improve the teaching level constantly .As the studies of teacher evaluation start relatively late in our country ,and the research about teacher performance is comparatively weak ,it is necessary to strengthen the study on teacher performance evaluation.In this thesis, the author use historical research, theory study and case study etc. The full thesis is divides into five parts:Part one: Preface First, this part through the development tendency of teacher evaluation in the world range and analyze the problems that existing in current teacher evaluation in our country, to discuss the characteristic of the teacher evaluation in the new education reform, point out that 360-degee feedback as a evaluation facility which in the teacher performance evaluation has a significant meaning.Part two: the teacher performance evaluation and the 360-degree feedback evaluation. 360-degree feedback also called as the multi-rater assessment, multi-source feedback and omni-bearing feedback, namely the 360-degree feedback evaluation is the teacher superior, colleague, students and himself as the rater, from different angles to evaluate the teacher. The teacher performance evaluation is to evaluation the teacher job behavior and describes the advantages and disadvantages in the teacher job performance. The teacher can change their... |