Research On The Quality Of Teaching Evaluation Of Teachers In Senior High Schools

To improve the quality of education,teaching abilities of the teachers should be focused on.Teachers are the key element among the elements of school management.Strengthening teacher management can not only improve the efficiency of school management,but also promote the teachers’ professional development,eventually ensuring the quality of education.In recent years,the research on teacher management in our country has experienced the extension from the outside to the inside,from the extension to the connotation;teacher management not only involves "personnel administration",but also is concerned with the cultivation and promotion of teachers’ professional qualities.Nowadays,with the continuous deepening of basic education curriculum reform,how teachers implement the concept of literacy and the fundamental task of cultivating people in teaching,puts forward higher requirements for teachers’ abilities,especially teaching evaluation literacy.The fundamental purpose of teacher management is to discover the shortcomings of teachers,tap their learning potential,stimulate teachers’ subjective consciousness,and escort the overall development of students.Based on the investigation of teachers’ evaluation psychology and evaluation behavior in actual teaching,this paper found that many teachers’ evaluation knowledge and ability are seriously insufficient,which do not meet the requirements of education evaluation in the new era.Therefore,this design intends to comprehensively investigate the current situation of high school teachers ’ teaching evaluation literacy and analyze the causes,from the four dimensions of evaluation awareness,evaluation attitude,evaluation knowledge and evaluation skills,and finally put forward an operable development strategy to contribute to strengthening the in-depth management of teachers.This article has four main parts:The first part: Introduction.This part comprehensively sorts out various researches on evaluation literacy at home and abroad,clarifies the results and deficiencies of existing research,and defines the core concept literacy,evaluation literacy,and teaching evaluation literacy of this article.This paper selects teacher professional development theory and learning-promoting classroom evaluation as the theoretical basis of this research,draws on the teaching evaluation literacy framework constructed by Dr.Zhao Xuejing,and makes a research plan from the four dimensions of evaluation awareness,evaluation attitude,evaluation knowledge and evaluation skills.The second part: survey of status quo.This part uses a questionnaire survey to investigate the status quo of high school physics teachers’ evaluation literacy and the differences in teaching evaluation literacy in the context of individual teachers.The survey found that the teachers in high school can not grasp the real relationship between high school teacher evaluation and teaching,that the evaluation awareness is weak;new concepts and current evaluations are difficult to integrate,that evaluation attitudes are confused;that evaluation knowledge is updated in a timely manner but lacks internalization,that evaluation skills vary widely,and that the ability to design evaluation goals is weak.The third part: Cause analysis.In response to the question of the survey feedback,this part summarizes the reasons for the lack of teacher evaluation literacy from two perspectives of teacher individual evaluation experience and external influence,combined with the results of the interview.Part 4: Improve strategy.This part combines the analysis of the causes in the previous chapter and draws the strategies for improving the teaching evaluation literacy of high school physics teachers along the time axis of the individual growth of teachers,by analyzing the three aspects of the motivation,guarantee and practice platform for the improvement of evaluation literacy.