Research On The Improvement Of Junior Middle School Teachers’ Comprehensive Quality Evaluation Literacy

As a major breakthrough in the reform of educational evaluation,comprehensive quality evaluation has been widely concerned by the society,experts and scholars since it was put forward.As the implementer,power source and booster of students’ comprehensive quality evaluation,whether teachers have good evaluation literacy and the ability to change with the times will directly affect the efficient promotion and implementation of comprehensive quality evaluation.This study takes the comprehensive quality evaluation literacy as the core issue,understands the current situation and existing problems of junior high school teachers’ comprehensive quality evaluation literacy,explores the factors affecting the development of teachers’ comprehensive quality assessment literacy,and then explores the measures to improve teachers’ comprehensive evaluation ability,which has positive theoretical and practical significance.This research takes junior middle school teachers as the research object,and adopts the methods of literature,questionnaire and interview on the basis of theoretical explanation.The specific research ideas and processes are as follows: First,based on the developmental education evaluation theory,teacher professional development theory and individual quality structure theory,the content framework of teacher comprehensive quality evaluation literacy and its influencing factors is constructed;Secondly,combined with the behavioral characteristics of junior middle school teachers’ comprehensive quality evaluation,the questionnaire and interview outline of "Junior Middle School Teachers’ Comprehensive Quality Evaluation Literacy and Its Influencing Factors" are designed to understand the current situation and existing problems of junior middle school teachers’ comprehensive quality evaluation literacy and its influencing factors,and through correlation and regression analysis.Explore the contribution degree of influencing factors for junior high school teachers’ comprehensive quality evaluation literacy.Finally,combined with the results of data analysis and existing research results,put forward countermeasures and suggestions to improve junior high school teachers’ comprehensive quality evaluation literacy.The results of the survey show that,firstly,there is a certain gap between the comprehensive quality evaluation literacy of junior middle school teachers and the due requirements of the comprehensive quality evaluation,the average is 3.81,and the achievement degree is 70.25%;There is a regional imbalance in the comprehensive quality evaluation literacy of junior middle school teachers,which is embodied in that the city is greater than the county,township and rural areas;the various components of the comprehensive quality evaluation literacy of junior middle school teachers are underdeveloped and need to be improved urgently.Secondly,the influencing factors are insufficient to support the improvement of teachers’ comprehensive quality evaluation literacy.Firstly,the government lacks the system design and policy support to promote the comprehensive quality evaluation and develop teachers’ evaluation literacy,which leads to the loss of practical guarantee and learning opportunities for teachers to improve their evaluation literacy;Secondly,some schools are imperfect in ensuring the normalization of comprehensive quality evaluation,and have not established a comprehensive quality evaluation support system,which makes teachers lack the corresponding cultural environment,institutional environment and material environment to carry out practice;Thirdly,the degree of professional learning and practice of teachers is not ideal,and the practice is quite different,which leads to the procedural and formalized implementation of comprehensive quality evaluation,which is not conducive to the formation of corresponding evaluation literacy for teachers.Different dimensions of influencing factors have different degrees of influence on teachers’ comprehensive quality evaluation literacy,and the order of influence degree from big to small is "government","teacher" and "school",among which "government" as the best factor has the greatest degree of influence both in the overall evaluation literacy and in its different components;Secondly,the influencing factors have different effects on each dimension of teachers’ comprehensive quality evaluation literacy,which is embodied in the order of evaluation skills > evaluation knowledge > evaluation affection.Finally,different influencing factors act on different aspects of teachers’ comprehensive quality evaluation literacy in different ways,among which the government influences teachers’ evaluation affection,evaluation knowledge and evaluation skills through the top-level design of relevant systems and policies,and teachers improve their evaluation knowledge and skills through independent professional learning and evaluation practice;Schools,on the other hand,provide professional environment to create a good evaluation atmosphere and support for teachers,and influence teachers’ evaluation knowledge.Based on the current situation and existing problems of comprehensive quality evaluation literacy and influencing factors,combined with the correlation and regression analysis between them,and drawing on the existing research results,this paper puts forward some countermeasures and suggestions for the development of teachers’ comprehensive quality evaluation literacy: First,the government should do a good job in the system design of comprehensive quality evaluation,ensure the implementation and promotion of comprehensive quality assessment practice,and promote the improvement of teachers’ corresponding literacy;Secondly,the government should increase the support of relevant policies and design an integrated teacher education and training system to protect the development of teachers’ comprehensive quality evaluation literacy.Thirdly,schools should create a good environment to provide a platform and support for teachers’ professional learning to meet the needs of their comprehensive quality evaluation practice and literacy development;Fourth,teachers should actively change their roles,choose a variety of learning ways independently,and increase the degree of professional learning.Fifth,teachers should actively implement the practice of comprehensive quality evaluation,and consider the quality of comprehensive quality evaluation from the whole process of practice.