An Investigation And Study On The Evaluation Literacy Of English Teachers In Urban Senior High Schools

With the great development of curriculum innovation,teaching evaluation also has been reformed in China.As what is mentioned in National English Curriculum Standards for General High School,“Teaching evaluation of English curriculum literacy should be based on formative evaluation and supplemented by summative evaluation.Quantitative and qualitative evaluation are combined,focusing on the diversification of evaluation subjects and evaluation forms,the comprehensiveness of evaluation contents and the multidimension of objectives evaluation”.The evaluation will change the selection function of traditional education for students from selection to diagnosis.As an organizer and operator of English teaching evaluation activities,urban high school English teachers play an important role in the evaluation process.In the new phase of the transformation of the evaluation paradigm,teachers need to have higher evaluation qualities to accomplish more evaluation responsibilities and expectations.Based on the " National English Curriculum Standards for General High School(2017Edition)",this study first reviews various types of research on teacher literacy evaluation at home and abroad,and combines the collected academic literature with reference to domestic and foreign teachers’ literacy evaluation.The research results have determined the framework for evaluating the literacy of English teachers in urban high schools.All the English teachers and some students in the three high schools in Shanghe County were selected as the survey objects.The combination of questionnaires,interviews and classroom observations was adopted.The three dimensions of teacher evaluation attitude,evaluation knowledge and evaluation skills were taken as the basic research framework.The status quo of the evaluation of literacy of English teachers in urban high schools was investigated.Through the analysis of questionnaire data,interview results and classroom observation records,this study found that urban high school English teachers have a more positive attitude toward evaluation,and they can realize that their evaluation knowledge is insufficient and are willing to participate in training on teaching evaluation.In terms of evaluation of knowledge,most teachers’ perceptions of related concepts only stay at the surface level and do not have a systematic knowledge system.In terms of evaluation skills,the evaluation method still relies too much on the summative evaluation.The evaluation is based on examinations which is a single method.Besides above conclusions,this study furtherly makes other important contributions.The guiding role of the examination system and the evaluation of its own evaluation objectives,subjects,content and other constraints are important factors affecting the development of English teachers in urban high school.In order to make the English teachers’ teaching evaluation literacy better developed,this study puts forward several suggestions: teachers themselves should develop teaching evaluation literacy in self-study,and improve teaching evaluation literacy in teaching practice.Schools should create an environment conducive to the development of teacher evaluation literacy,carry out intramural training,and promote the evaluation of teachers’ evaluation.The educational functional department should reform the examination evaluation method and realize the diversified inspection method.