客观对待教师绩效评价和发展性教师评价

An Objective View on Teacher Performance Assessment and Teacher Professional Development Assessment

教师绩效评价有其特定的内涵，既包括对教师教学工作过程的评价，也包括对教师教学工作结果的评价。由于教育目标更具模糊性与教育效果的复杂性，对教师的绩效评价就更应侧重于对教师教学过程的评价。许多研究者与管理者却把教师绩效评价曲解为「不正确」的教师评价，而把发展性教师评价神化为「正确」的教师评价。他们错误地认为教师绩效评价只能调动少部分人的积极性，绩效评价是针对过去的、对未来没有意义，唯有发展性教师评价才能促进教师发展，而教师绩效评价不能促进教师专业发展。实际上，发展性教师评价关于「自我实现的人」的人性假设及其人文主义的管理范式也有其内在的缺陷。虽然，发展性教师评价是更高境界的教师评价，但它必须以教师绩效评价所达到的严格、精确为现实基础。由于我国现阶段教师管理中面临的最严重的问题是科学化不足，因此，应当认真对待教师绩效评价，而不是盲目地推崇发展性教师评价。

Teacher performance assessment has its special meaning， which includes both the assessments of the teaching process and the teaching result. In view of the vagueness of education objective and the complexity of education effect， teacher performance assessment should concentrate more on the assessment of the teaching process. However， many researchers and managers misinterpret teacher performance assessment as ＂incorrect＂ teacher assessment， while they apotheosize teacher professional development assessment as ＂correct＂ teacher assessment. They wrongly think that teacher performance assessment can only motivate a small proportion of teachers， and it is about the past and thus has little significance for the future; only teacher professional development assessment can promote teachers’ development， while teacher performance assessment can not. In fact， the human hypothesis of “self-fulfilled person” and the management pattern of humanism in teacher professional development assessment bear some inner defects as well. Although teacher professional development assessment is more advanced， it should have the strictness and accuracy of teacher performance assessment as its actual foundation. Now， the most serious problem in China’s teacher management is lack of scientization. Therefore， we should take teacher performance assessment seriously， rather than canonize teacher professional development assessment blindly.