| 区分性教师效能的结构、功能和局限性 |
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| 引用本文： | 卢谢峰,韩立敏.区分性教师效能的结构、功能和局限性[J].外国教育研究,2006,33(3):45-50. |
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| 作者姓名： | 卢谢峰 韩立敏 |
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| 作者单位： | 北京师范大学心理学院 北京100875(卢谢峰)，南京政治学院 江苏南京210003(韩立敏) |
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| 摘 要： | 文章在回顾有关教师效能研究的基础上,评介了一种区分性教师效能模型,并且进一步探讨了这种模型对于未来研究和教师评价的发展功能。同时,对区分性模型可能包含的五个维度进行了阐述,它们分别是:教师在课堂内外的活动、学科类型、学生背景因素、学生个人特征、文化和组织的教学情境。最后,对区分性模型实践中的困难和解决措施进行了分析。
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| 关 键 词： | 区分性模型 差异性维度 教师效能 教师评价 |
| 文章编号： | 1006-7469（2006）03-0045-06 |
| 收稿时间： | 2005-05-31 |
Differential Teacher Effectiveness: Structure,Functions and Limitations |
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| LU Xiefeng,HAN Limin.Differential Teacher Effectiveness: Structure,Functions and Limitations[J].Studies in Foreign Education,2006,33(3):45-50. |
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| Authors: | LU Xiefeng HAN Limin |
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| Institution: | 1.School of Psychology, Beijing Normal University, Beijing 100875, China; 2.Nanjing Institute of Politics,Nanjing 210003 ,China |
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| Abstract: | The article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated.A differential model is proposed incorporating five dimensions of difference.These refer to teacher activity,outside as well as inside the classroom,curriculum subject,pupil background factors,pupil personal characteristics,cultural and organizational contexts of teaching.The developmental functions of such a model for research and for teacher appraisal are explored.Four problems for implementing a differentiated model are raised,which are complexity,stakeholder expectations,values,and policy acceptability.These are considered in the light of the controversial Hay McBer model in England and of models developed in Europe and the USA in the early decades of the last century. |
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| Keywords: | differential model dimension of difference teacher effectiveness teacher appraisal |
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