教師績效評價的理論與實踐

Theory and Practice on Teacher Performance Appraisal

教師績效評價是教育人事制度改革的關鍵，20世紀80年代以來，它成為了教育改革的動點和難點。在以往有關教師評價的研究中，三種不同類型的評價常常被混用；而對教師績效的評價又常常只關注任務績效，沒有關注關係績效；此外，大多數教師評價研究均是關於大學教師的。教師績效評價應以教師績效結構的理論分析為基礎。基於教師素質結構理論，在文獻分析和關鍵事件調查、關鍵事件訪談的基礎上，通過定性分析和實證分析，在反複研究基礎上，提出了教師績效的結構，並通過實證研究探討了教師績效評價的信度與效度。

Teacher performance appraisal is the key to educational personnel reform. Since 1980’s， it has become the pivot and nodus of educational change. In the past studies on teacher appraisal， they were all about college teachers， and three different types were usually been confusedly used. At the same time， teacher performance appraisal often only focused on task performance， not on contextual performance. Teacher performance appraisal must be based on teacher performance construction theoretical analysis. Ground on teacher competence construction theory， on the basis of literature analysis， critical incidents investigation and critical incidents interview， through qualitative and quantitative analysis， we propose teacher performance construction. Reliability and validity of teacher performance appraisal are also discussed.