At present, what is the main evaluation method adopted by teachers in China?

At present, the evaluation of teachers in China is mainly reflected in the way of professional title evaluation. From the perspective of the current evaluation purpose of teachers in China, it is to identify the professional level, academic level, ability and achievement of teachers, and its function is mainly to screen and select teachers who have reached various technical levels.

The evaluation of teachers shall be conducted by the Teacher Position Evaluation Committee from the aspects of teachers' political ideology, cultural professional knowledge, education and teaching ability, work performance, and performance of duties, and it shall be determined that they have the conditions to hold the corresponding positions, and shall be appointed by the leaders of the school or the educational administrative department at or above the county level.

The review process is not public, the judges shall not disclose the situation in the review to the outside world, and in order to maintain the authority and seriousness of the review results of the jury, the review work will not be reconsidered.

From this point of view, China's teacher evaluation system has more attributes of reward and punishment evaluation system. With the great changes in the global social economy, science and technology, modern human resource evaluation theory has made breakthrough progress, the discipline of human resource management is based on rigorous management theory and empirical evidence, the field is transformed, and some departments have begun to advocate and implement people-oriented, development-oriented democratic management. After the nineties, "many scholars in China began to pay attention to and implement the developmental teacher evaluation system, and some regions and schools also began to try and implement the developmental teacher evaluation system".

Referring to performance evaluation, end elimination system, value-added evaluation method, teaching portfolio evaluation method, classroom listening evaluation method, micro-teaching evaluation method (scenario simulation evaluation), principal-colleague evaluation method, student-parent evaluation method, target contract evaluation method, self-evaluation method and other evaluation models based on psychology, management, behavior, statistics and other disciplines, written test, oral test, knowledge assessment, basic cognitive ability assessment, personality assessment, Assessment tools such as comprehensive quality assessment are widely used in the evaluation of teachers' professional titles. The evaluation system of teacher titles in China has begun to show the characteristics of multiple evaluation subjects, and at the same time, the teacher evaluation method with the help of the development of computer science and technology has also begun to be widely used in practice. In terms of evaluation methods, in order to improve the effectiveness of evaluation, domestic scholars have also carried out many studies, according to the creed of "if something cannot be measured, the thing cannot be recognized", many scholars in China have introduced scientometric indicators into the evaluation of teachers.

First of all, the measurability of people is clarified, cognitive psychology believes that people have subjective initiative, people's behavior often reflects their psychological activities, and through the understanding of behavior, we can understand a person's inner quality, so people can be measured. Some scholars also believe that the characteristics of internal quality exist objectively, it can be perceived and recognized, and can be compared and determined, which ensures the feasibility of talent evaluation and quantification. Quantization is divided into several forms, such as primary quantization and secondary quantization, category quantization and fuzzy quantization, sequential quantization, equidistant quantization and proportional quantization.

In recent years, many regions in China have adopted the method of quantifying the evaluation criteria and conditions of teachers' professional titles, so that the teacher evaluation system has been developing towards fairness, scientificity and standardization.

1. The evaluation of teachers should include two aspects: the evaluation of teachers' teaching reform and the evaluation of teachers' (quality).

2. Analysis: Teachers are not only the organizers and promoters of curriculum implementation, but also the developers and researchers of the curriculum. In order to further improve the quality of education and teaching in schools, the teaching of school teachers should be creative activities, and the basis of their creative play is to comprehensively understand and study students, and on this basis, design teaching objectives, select teaching resources, organize teaching activities, and evaluate teaching stages.

In order for teachers to meet this requirement, the evaluation of teachers in schools is multifaceted and should not be limited to students' test scores. The evaluation of teachers should be comprehensive, mainly from two aspects: the evaluation of teachers' teaching and the evaluation of teachers' quality.

The criteria for teacher evaluation are comprehensive evaluation from the aspects of professional ethics, subject knowledge, teaching ability, cultural literacy, scientific research ability, communication ability, and self-evaluation ability.

3. Teacher evaluation should also pay attention to:

According to the differences of teachers, the evaluation criteria and evaluation focus should be established, and the corresponding evaluation methods should be selected, and improvement suggestions, professional development goals and training plans should be put forward for each teacher in a targeted manner. Therefore, the evaluation of teachers should highlight the comprehensive quality and pay attention to individual differences. Only in this way can we fully tap the potential of teachers, give full play to their strengths, and better promote teachers' professional development and active innovation.

Teaching evaluation generally includes the evaluation of teachers, students, teaching content, teaching methods and means, teaching environment, and teaching management in the teaching process, but it is mainly the evaluation of students' learning effect and the evaluation of teachers' teaching process.

There are two core aspects of teaching evaluation: the evaluation of teachers' teaching work (teaching design, organization, implementation, etc.) - teachers' teaching evaluation (classroom, extracurricular), and the evaluation of students' learning effectiveness - that is, examinations and tests. The evaluation methods mainly include quantitative evaluation and qualitative evaluation.

The principles of teaching evaluation are as follows:

1. The principle of objectivity: Objectivity is the basic requirement of teaching evaluation.

2. Developmental principle: Teaching evaluation should focus on students' learning progress and dynamic development, and focus on teachers' teaching improvement and ability improvement, so as to mobilize the enthusiasm of teachers and students and improve the quality of teaching.

3. The principle of wholeness: teaching evaluation should sort out a comprehensive viewpoint, start from the overall teaching work, carry out multi-faceted inspection and evaluation, and prevent partial generalizations and partial substitution of the whole.

4. Guiding principle: It means that when conducting teaching evaluation, we should not just talk about things, but should combine evaluation guidance, carefully analyze the results of evaluation, find out the causal relationship from different angles, confirm the causes, and make the evaluators clear about the direction of future efforts through timely and specific enlightening information feedback.

5. Scientific principle: It means that when conducting teaching evaluation, it is necessary to start from the perspective of the unity of pedagogy, take the teaching objective system as the basis, determine a reasonable and unified standard, and carefully compile, pre-test and revise the evaluation tools; On this basis.

Using advanced measurement methods and statistical methods, according to scientific evaluation procedures and methods, the various data obtained are strictly processed, rather than relying on experience and intuition to make subjective judgments.

Answer]: Open the front d

The relative criterion is based on the results of other students' hidden divination, forming a norm frame of reference, so Xi Xi chose D.

Answer]: B The relative criterion is based on the performance of other students and constitutes a norm frame of reference. Therefore, choose B