（课程与教学论专业论文）大学英语教师评价现存问题与对策研究.pdf

iii 大学英语教师评价现存问题与对策研究 2004 级研究生：周安毅 导师：陆巧玲 副教授 学科专业：课程与教学论 研究方向：英语教学论 摘 要 教师评价是师资队伍建设和管理的一个重要环节。改革开放以来，我国许多 地区和学校根据国家的有关规定，借鉴国外教育评价理论和方法，开展各种形式 的教师评价活动。虽然教师评价在师资队伍建设和管理中发挥着重要的作用，但 教师评价鲜有专门针对英语教学的，更不用说大学英语教学了。 大学英语教学是我国高等教育的有机组成部分，大学英语课程是大学生的一 门必修课程。大学英语教师是大学英语教学的实施者，他们的素质是大学英语教 学改革成功与否的关键，也是学科长远发展的关键。教学评估是大学英语课堂教 学的一个重要环节。全面、客观、科学、准确的评估体系对于实现课程目标至关 重要它既是教师获取教学反馈信息、促进教学管理、提高教学质量的重要依 据，又是学生调整学习策略、改进学习方法、提高学习效率的有效手段。 2004 年春，教育部颁布了大学英语课程要求 。 要求指出： “各级教育 行政部门和高等学校应将对大学英语的评估作为学校教学质量评估的一项重要 内容” （2004：6） 。同时，大学英语教学改革的一项重要内容是教学模式的改革。 “教学模式的改变不仅是教学活动或教学手段的转变，而且是教学理念的转变， 是实现以教师为中心，单纯传授语言知识技能的教学模式，向以学生为中心，更 加注重培养语言应用能力和自我学习能力教学模式的转变” （2004：6） 。大学英 语教学改革在为大学英语教学指明方向的同时， 也对大学英语教师提出了更新更 高的挑战，所以大学英语教师评价也应该与大学英语教学改革保持一致，做出相 应的调整和改革，从而促进大学英语教师不断提高专业水平，提高大学英语教学 的水平与质量。 本文针对大学英语教师评价进行研究，在结合实际调查研究的基础上，着重 阐明大学英语教师评价中存在的主要问题以及解决这些问题的理论依据和具体 对策。调查的对象是 68 位来自 3 所高校的大学英语教师。研究内容涵盖大学英 语教师的教师评价知识和理念，相关学校的教师评价实践情况，以及他们对教师 评价现存问题的看法。 论文共五个部分。第一部分为前言，介绍研究的背景、所涉及的范围和内容。 第二部分为文献综述。论文介绍了评价的定义，不同类型的评价模式的内涵 iv 及其特点。这部分还总结了教师评价在国内外的研究。 第三部分为问卷调查。问卷主要针对大学英语教师的教师评价知识和理念， 相关学校的教师评价实践情况，以及他们对教师评价现存问题的看法而展开。调 查结果显示，目前的教师评价更多是基于管理层面的需要，对教师专业化的关注 不足；在教师评价过程中教师的主体地位没有显现出来；教师评价的指标或标准 的制定不能代表集体意愿；教师评价过程不透明；现行教师评价的反馈不及时； 从大学英语教师的角度来看，学校领导对他们需求和想法认识不够；大学英语教 师的专业发展意识有待增强和提高。 第四部分为启示和建议。论文主要提出大学英语教师发展性评价模式，并对 大学英语教师评价中现存问题提出具体对策： 一是教师评价的目的应从管理需求 转为促进教师的专业发展；二是专门建立适合大学英语教师的评价体系；三是学 校领导应该更加关注大学英语教学改革和发展；四是以教师为评价活动中心，限 制管理者的评价地位；五是建立及时、有效和科学的反馈机制；六是大学英语教 师应该提高他们的专业发展意识，不断更新知识。 第五部分为论文结语。论文就大学英语教师评价进行了研究，但由于本研究 属于小型研究，且以教师为研究出发点，问题的探讨难免不够深入不够全面，因 此文章最后提出了一些需要继续关注的相关问题。 关键词：大学英语教师 评价 现存问题 对策 发展性评价 v a study of the existing problems and countermeasures of college english teacher evaluation m. a. candidate: zhou anyi supervisor: professor lu qiaoling abstract teacher evaluation is a key link in building and management of the team of teachers. since china opened its door to the world and adopted the reform policy, many areas and schools have developed various activities of teacher evaluation using the theories and methods of education evaluation of other countries for reference. although the teacher evaluation functions greatly in the building and management of the team of teachers, among the great activities of teacher evaluation, the author has noted that few activities have made exploration concerning the practical evaluation in english teaching, not to say in college english teaching。 college english, an integral part of higher learning, is a required basic course for undergraduate students. college english teachers are the people who implement college english teaching, and the quality of college english teachers is the key to the success of college english teaching reform and the long- term development of the discipline. evaluation is a key component in college english teaching. a comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of the course goal. it not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, and improve their learning efficiency. in the spring of 2004, the state ministry of education issued college english curriculum requirements which stipulated that government education administrative offices at different levels and colleges and universities should regard the evaluation of college english teaching as an important part of the evaluation of overall teaching quality of each college（2004：24）. meanwhile, an important part of college english reform is the reform of teaching model. “ changes in the teaching model by no means call for changes in teaching practices or approaches only, but more important, consist in changes in teaching philosophy, and in shift from teacher- centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to the vi student- centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills” (2004:23). college english teaching reform not merely confers new orientations on college english teaching, but also poses great challenges to college english teachers. so the evaluation of college english teachers should keep up with college english teaching reform, and make necessary reform and adjustment, hence urging college english teachers into improving their professional levels to facilitate the quality of college english teaching. this dissertation is a study of college english teacher evaluation which attempts an exploration of college english teachers knowledge and beliefs in teacher evaluation, the practical situation of teacher evaluation in their institutes, and their opinions about the existing problems of college english teacher evaluation. with 68 college english teachers from 3 universities as subjects, and by means of actual investigation, this dissertation puts the emphasis on probing into the main existing problems in college english teacher evaluation and putting forward a series of theoretic ideas and concrete countermeasures for solving these problems. this paper can be divided into five parts. the first part is an introduction which gives a brief account of the background, the scope of the study and the layout of the study. the second part is literature review which examines the multiplicity of evaluation definitions, evaluation typology, the connotations and characteristics of different kinds of evaluation frameworks. it also probes into relevant studies and researches of teacher evaluation home and abroad. part three concerns the survey conducted in this study. the questionnaire centers on the college english teachers knowledge and beliefs in teacher evaluation, the practical teacher evaluation in their institutes, and their opinions on the existing problems of college english teacher evaluation. findings indicate that the policy of the present teacher evaluation is for the need of administration, rather than for the growth and professional development of the teachers; the teachers initiatives can t be exploited to full stage in the teacher evaluation; the establishment of the index or standard of teacher evaluation can t reflect the teachers collective will; the process of the teacher evaluation is not transparent as expected; the feedback of the present teacher evaluation isn t timely; from the perspectives of college english teachers, some of the presidents have not enough time or patience to enquire about the needs vii and thoughts of the college english teachers; and college english teachers sense of professional development should be strengthened and enhanced. part four is implications and applications. it mainly aims at proposing a practical framework for the college english teachers developmental evaluation, and some concrete countermeasures for solving those existing problems in the actual teacher evaluation: (1) the purpose of teacher evaluation should be changed from administration to professional development; (2) a special developmental evaluation system should be established for the college english teacher evaluation; (3) the presidents should put more attention to the reform and development of college english teaching; (4) the teacher should be placed at the center of evaluation activity, and administrator s judgement role in teacher evaluation should be limited; (5) an effective, timely and scientific feedback mechanism should be established; (6) the college english teachers have to develop their sensitivity to professional development and to update their knowledge in elt field the last part is conclusion. the paper is a study of college english teacher evaluation. conducted in a small scale and with the teachers as the point of departure, this study leaves some related issues unresolved, which still require further exploration. key words: college english teacher; evaluation; the existing problems; countermeasures; developmental evaluation. 论文独创性声明 本人郑重声明：所提交的学位论文是本人在导师的指导下进行的研究工 作及取得的成果。除文中已经注明引用的内容外，本论文不含其他个人或其 他机构已经发表或撰写过的研究成果。对本文的研究作出重要贡献的个人和 集体，均已在文中以明确方式标明。本人承担本声明的法律责任。 研究生签名： 日期： 论文使用授权声明 本人完全了解广西师范大学有关保留、使用学位论文的规定。广西师范 大学、中国科学技术信息研究所、清华大学论文合作部，有权保留本人所送 交学位论文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存 论文。本人电子文档的内容和纸质论文的内容相一致。除在保密期内的保密 论文外，允许论文被查阅和借阅，可以公布（包括刊登）论文的全部或部分 内容。论文的公布（包括刊登）授权广西师范大学学位办办理。 研究生签名： 日期： 导 师签名： 日期： 1 chapter i introduction 1.1 the background of the study as a world- wide language, english plays a very important role in international affairs such as political dialogues, business trades, transmission of information and technology, and resources sharing over the world. since china entered wto, foreign languages, especially english, have become more and more important in the country (zhu: 2006). there seems to be a “ hot rush” for english learning covering various areas, and the number of english learners has been increasing rapidly year by year. college english, an integral part of higher learning, is a required basic course for undergraduate students. as a systematic whole, college english has its main components knowledge and practical skills of the english language, learning strategies and intercultural communication; it takes theories of foreign language teaching as its guide and incorporates different teaching modes and approaches. （state ministry of education, 2004：16） since 2002, college english reform has been gradually popularized from the experimental regions to the whole country. on one hand, college english teachers are the core participants in the reform. only when the quality of teachers has been improved can the goal of the college english teaching reform be achieved. on the other hand, the college teaching reform is a new growth point for teacher professional development and has put forward new challenges to all the college english teachers. in the spring of 2004, the state ministry of education issued college english curriculum requirements which stipulated that government education administrative offices at different levels and colleges and universities should regard the evaluation of college english teaching as an important part of the evaluation of overall teaching quality of（2004：24）. meanwhile, an important part of college english reform is the reform of teaching model as is stated in the requirements. changes in the teaching model by no means call for changes in teaching practices or approaches only, but more important, consist in changes in teaching philosophy, and in shift from teacher- centered pattern, in which know ledges of the language and skills are imparted by the teacher in class only, to the student- centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills (2004:23). college english teaching reform not merely confers new orientations on college english 2 teaching, but also poses great challenges to college english teachers. so the evaluation of college english teachers should keep up with and reflect college english teaching reform, and make necessary reform and adjustment accordingly, hence urging college english teachers into improving their professional levels to facilitate the quality of college english teaching. 1.2 the scope of the study this dissertation is a study of college english teacher evaluation which attempts an exploration of college english teachers knowledge and beliefs in teacher evaluation, the practical teacher evaluation in their institutes, and their opinions concerning the existing problems of college english teacher evaluation. with 68 college english teachers from 3 universities as subjects, and by means of actual investigation, this dissertation puts the emphasis on probing into the main existing problems in college english teacher evaluation and putting forward a series of theoretic ideas and concrete countermeasures for solving these problems. 1.3 the layout of the study this paper can be divided into five parts. the first part is an introduction which gives a brief account of the background, the scope of the study and the layout of the study. the second part is literature review which examines the multiplicity of evaluation definitions, evaluation typology, the connotations and characteristics of different kinds of evaluation frameworks. it also probes into relevant studies and researches of teacher evaluation home and abroad. part three concerns the survey conducted in this study. the questionnaire centers on the college english teachers knowledge and beliefs in teacher evaluation, the practical teacher evaluation in their universities, and their opinions concerning the existing problems of college english teacher evaluation and their suggestions for solving these problems. part four is implications and applications. it mainly aims at putting forward a practical framework for the college english teachers developmental evaluation, and concrete countermeasures for solving those existing problems in the actual teacher evaluation. the last part is conclusion. 3 chapter ii literature review in this chapter, literature related to the present study will be reviewed, which includes the following sections: the definition of evaluation, the differences between evaluation and other related activities, and the purpose of teacher evaluation, evaluation typology, and studies of teacher evaluation. 2.1 what is evaluation? when we talk about “ 评价” in chinese, several words can be used to be the corresponding translated version in english, for example, evaluation, assessment, appraisal. in many cases, they are synonyms, and they are usually used as substitutes. however, we prefer and adopt “ evaluation” in this study. in fact, there are many forms of evaluation, and each of us engages in hundreds of evaluation acts every day (guskey, 2000). we evaluate the taste of our breakfast, the chances of rain and the need for an umbrella when we go outdoors, the condition of the traffic during our morning commute, and the likelihood that we will accomplish what we set out to do on any particular day. these everyday acts require the examination of evidence and the application of judgment. as such, each represents a form of evaluation. longman dictionary of language teaching assess” . according to rea- dickins evaluators are interested in solving practical problems. 2. objective of the inquiry. research seeks conclusions; evaluation typically leads to decisions. 3. laws versus descriptions. research clarifies relationships among two or more variables; evaluation describes a particular thing in a unique context. 4. role of explanation. research seeks credible explanations of educational phenomena; evaluation seeks to determine merit or worth. 5. autonomy of the inquiry. research is an independent and autonomous enterprise; evaluation is generally undertaken at the request of a client. 6. properties of the phenomena assessed. research attempts to generate scientific knowledge; evaluation attempts to assess the value of a thing. 7. generalizability of the phenomena studied. research focuses on concepts perceived to be relatively permanent, broadly applicable, and relevant to numerous settings; evaluation focuses on phenomena that are specific to that time, place, and context. 8. criteria for judging the activity. research is judged by the degree to which results are not 5 confounded by various sources of error and can be generalized to other situations with similar characteristics. evaluation is judged by its accuracy, credibility, characteristics, utility, feasibility, and propriety (i.e., is it done legally and ethically, protecting the rights of individuals involved?). 9. identifiable clients. the clients for research are rarely identified or taken into consideration; evaluation is generally conducted for a well- defined audience or client group. 10. relevance of time. research seldom must consider time constraints; evaluation is typically time- bound, with specific times established up front for start- up, duration, and completion. 11. disciplinary base. although multidisciplinary approaches are advisable in research, many studies employ a single perspective or approach. evaluation, on the other hand, requires the use of a wide range of inquiry perspectives and techniques in order to answer specific questions or to address particular problems. 12. preparation. the best preparation for the most researchers is likely to be a thorough mastery of their specific discipline coupled with application of tools of that discipline. by contrast, evaluators require an interdisciplinary education in order to be sensitive to the wide range of phenomena to which they must attend (worthen to be seen as people of achievement, professionals who are influential in their workplaces, growing persons with opportunities ahead to develop ever greater competence and a sense of accomplishment (1991:113). an important purpose of teacher evaluation is to document and acknowledge teacher achievement, influence, and professional activity. reassurance for the audiences of teachers also is important. teaching is not done just for the practitioners or even the students, but also for parents, elected representatives, society, and the profession. there are many stakeholders in quality teaching. comprehensive teacher evaluation has the purpose of letting interested groups know how well and in what ways teachers contribute to their students and society. the most visible purpose of te