| 摘要: |
| 教师“评价认同”，是教师对施加于自身的以“人”属性及价值实现为目的的“本源性”教师评价所产生的心理认可和赞同，以及对以多元化评价目标、主体、内容及形式为具体表现的“多维性”教师评价产生的认可与赞同。它通过教师对评价觉知、审视与思悟的过程表现为一种促进教师“全面、和谐、持续”发展的源于内部的“内生力”。教师评价通过“评价认同”促进教师发展，体现着“内生力”的实现。 |
| 关键词: 教师评价 评价认同 教师发展 内生力 |
| DOI： |
| Received:August 29, 2016Revised:December 08, 2016 |
| 基金项目:基金项目：国家社科基金西部项目“基于非传统安全视角的云南边境民族教育发展研究”（13XMZ071）；云南省教育厅科学研究基金项目“云南省基础教育阶段有效课堂心理环境标准构建”（2015Y109）。 |
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| Evaluation-identity: The Inner Driving Power of Promoting Teachers' Development from Teacher Evaluation |
| He Shunchao，Tian Li，Li Xiaochuan |
| (School of Education and Management, Yunnan Normal University, Kunming, Yunnan 650500）) |
| Abstract: |
| Evaluation-identity is the psychological acceptance and approval of teachers for the essence and the multi-dimensionality of evaluation which contains evaluation target, evaluation subject and evaluation content and forms. It can be the inner driving power which comes from the process of comprehending, criticizing and reflecting evaluation, and it expresses to promote the development of teachers all-sided, harmonious and persistent. |
| Key words: Teacher evaluation Evaluation-identity Teachers' development Inner driving power |
