摘要
通过问卷调查与教师访谈,对教师荣誉获得的机会、层次与类别,教师对荣誉的了解程度,教师对荣誉评选的体验等进行了分析。结果发现,中小教师荣誉获得机会受性别、教龄等因素影响而存在较大差异。被调查教师获得荣誉多为县级及以下荣誉。教学类荣誉、个体荣誉占比最高。多数教师对荣誉体系与评选规则的知晓度较差。在荣誉评比的积极体验方面,过程取向的价值体验得分略高于结果取向的价值体验;负面体验方面,荣誉评选影响同事关系、加重工作负担两项得分最高。总体上看,教师荣誉评比的规范化水平有待提高。为此,本文就规范教师荣誉的评价指标、评价方法、评选流程与机构建设等提出了建议。
Through questionnaires and interviews with teachers,this study analyzes the opportunities,levels and categories of teachers ＇ awards,their understanding of award system as well as their experience of award evaluation. The result shows that there is a significant difference in the award-winning opportunities because of gender,teaching years,etc. Most of the interviewees won awards at county or lower level. Teaching awards and individual awards take up the largest proportion. Most of the respondents have little knowledge of award system and award evaluation rules. In the teachers＇ positive experience of award evaluation,process-oriented experience scores slightly higher than the result-oriented experience. In the perspective of negative experience,the two options, ＂award evaluation affects relationship among colleagues ＂ and ＂award evaluation increases the workload＂,have the highest score. In summary,many things need to be done to standardize award evaluation for teachers. The paper puts forward suggestions on assessment criteria,evaluation methods,evaluation process as well as construction of evaluation institution.
作者
王国明
毕妍
WANG Guo-ming;BI Yan(Faculty of Education,Shandong Normal University,Jinan 250014,Shandong;School of Management,Tianfin Polytechnic University,Tianjin 300387)
出处
《当代教师教育》
2018年第3期25-32,共8页
Contemporary Teacher Education
基金
2016年度教育部人文社会科学研究青年基金项目(16YJC880002)
关键词
教师荣誉
荣誉获得
教师体验
teaching award
award winner
teacher＇ s experience
