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我国中小学教师绩效评估实践遭遇的阻力在很大程度上源于其制度设计中的理想化倾向,其症结在于对教师人性假设的错置。西方管理学中经典的人性假设理论用作构思教师绩效评估制度的人性前提都有一定不足。而当代新提出的诸如“复杂人”、“目标人”以及“利己利他人”等假设无疑为我们更好地认清“教师是谁”这一根本问题及尝试重新选择合理的教师人性假设开阔了思路。当前基于人性视角考量教师绩效评估制度的有效性关键要从评估标准、评估过程与评估主体等几方面协同改进。
The resistance encountered by our primary and secondary school teachers ’performance appraisal practice largely stems from the idealized tendency in the system design. The crux lies in the misplacement of teachers’ humanity assumptions. The classic human nature hypothesis in western management science has some deficiencies in human nature as the prerequisite for constructing teacher performance evaluation system. The new hypotheses such as “Complex Man ”, “Target Man ” and “Altruistic and Other ” proposed by contemporary people undoubtedly give us a better understanding of the fundamental issue of Re-selecting reasonable teachers’ humanity assumption broadens our thinking. At present, the key point to consider the validity of teachers’ performance evaluation system based on human nature perspective is to improve collaboratively from the aspects of evaluation criteria, assessment process and evaluation subjects.