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一、问题的提出在新课程改革的形势下,对教师劳动的复杂程度和创造性提出了更高的要求。为了适应新课程改革的需要,应该促进教师的专业发展,使教师在教育理念、知识和智能结构、教学能力等各方面都得到提高。教师的工作特点决定了内驱力在他们的工作投入和专业发展方面起至关重要的作用。但是,由于各种原因,教师普遍存在职业倦怠问题。这一问题的存在会严重阻碍教师的专业发展,不利于新课程改革各项措施的顺利实施,最终影响学生的发展。解决教师职业倦怠问题,需要社会、政府、教育主管部门、学校和教师各个层面共同作多方面的努力。目前,从教师评价改革入手,建立有利于解决教师职业倦怠问题的教师发展性评价体系不失为一种有效的方法。只有把握住教师职业倦怠的特点,找到教师发展性评价与教师职业倦怠之间的契合点,才能使教师发展性评价在解决教师职业倦怠问题上发挥有效的作用。
First, the issue raised In the new curriculum reform situation, the teacher’s work complexity and creativity put forward higher requirements. In order to meet the needs of the new curriculum reform, teacher professional development should be promoted so that teachers can be improved in all aspects of educational philosophy, knowledge, intelligent structure and teaching ability. The work characteristics of the teacher determine the driving force plays a crucial role in their work input and professional development. However, for a variety of reasons, teachers generally occupational burnout. The existence of this problem will seriously hinder the professional development of teachers, is not conducive to the smooth implementation of the new curriculum reform measures, and ultimately affect the development of students. To solve the problem of teacher burnout, we must make concerted efforts from all levels of society, government, education authorities, schools and teachers. At present, starting from the teacher evaluation reform, it is an effective way to set up the teacher development evaluation system which is helpful to solve the teacher burnout problem. Only by grasping the characteristics of teacher burnout and finding the meeting point between teachers ’development evaluation and teacher burnout can teachers’ development evaluation play an effective role in solving teacher burnout.