A Study On The Influence Of Teacher Evaluation On Teaching Improvement

Teacher evaluation plays an important role in promoting teacher professional development and improving education quality.However,for a long time,China's teacher evaluation has a tendency of only scores,only promotion,only academic qualifications,only qualifications,only papers,the state has also issued relevant documents to eliminate the "five only","five only" not only does not adapt to the new era of talent training but also ignores the professional development of teachers.So,how about the assessment of primary and secondary school teachers in Shanghai?Will it promote the improvement of teaching? The research is focused on the micro level of teaching improvement,and from the perspective of the middle and primary school teachers,the paper probes into the construction of the evaluation system of primary and secondary schools in Shanghai,so as to provide relevant Suggestions for the construction of the evaluation system of primary and secondary schools in Shanghai.The specific research process is as follows.Firstly,the status quo of teacher evaluation in primary and secondary schools in Shanghai is analyzed through questionnaire survey.Second,teachers in the school year to accept assess whether the feedback,and then,in view of the teacher group to get feedback,will from the discipline knowledge,teaching ability,job design,and the evaluation of the grade,student guidance and students in five aspects,such as analysis of feedback of teaching to improve the positive impact,and combined with interviews,depth excavation feedback for the promotion of the above five aspects on the causes of differences;Thirdly,factors affecting teachers' opinions are analyzed by considering teachers' gender,teaching age,professional title,educational background and academic period.Finally,from the perspective of schools,the paper puts forward some Suggestions to improve teacher evaluation at school level.The research conclusions of this paper mainly include: through investigation,it is found that most teachers in Shanghai primary and secondary schools will get feedback after evaluation,and the evaluation will play a positive role in promoting teaching.Feedback can promote teaching ability,subject knowledge and student guidance moreAbstract than homework design and correction and student evaluation.Teaching years,professional titles and academic periods are the key factors affecting teachers' sense of identity.Experienced teachers with long teaching years and high professional titles have lower recognition of evaluation in promoting teaching than teachers in other professional development stages,and high school teachers have lower recognition of evaluation in promoting teaching than teachers in primary and middle schools.Through interviews,it is found that the feedback mainly focuses on the understanding and grasp of the teaching materials of the subject taught,the classroom teaching management and the understanding and attention to students,etc.Therefore,the impact on the three aspects of subject knowledge,teaching ability and student guidance will be greater.At the same time,if teachers can be given more positive and positive feedback,teachers will also have a more positive attitude to meet the challenges in the work.Finally,this paper proposes countermeasures and Suggestions for the existing problems of the school teacher evaluation system: reasonably setting up the evaluation index,implementing the hierarchical evaluation,such as establishing the scientific evaluation index and content,and establishing the hierarchical evaluation mechanism.Strengthen the implementation guarantee to ensure the effective implementation of evaluation,such as insisting on multi-subject evaluation,opening up feedback channels and building information platform.To create a good environment for teacher evaluation,such as teacher evaluation should be fair,diversified,personalized and humanistic care should be paid attention to.