| 摘要: |
| 教师教学述评的本质是作为价值客体的教师开展的一种自我评价。合格的教师、确定的教学时间范围、合法的具体教学时空、明确的教学价值形态及科学的论证方式是教师教学述评的构成要件。教师教学述评的内容由基本信息、课型使用信息、课型使用效果分析、典型教学案例评析、对自己教学的总体评价、进一步提升教学质量的计划以及附件构成。对教师能否客观、准确地评价自己教学价值的现状做出判断，是教师教学述评评价的目的。教师教学述评的评价标准由9个指标构成，质证和目标游离评价模式是教师教学述评评价的基本方法。 |
| 关键词: 教师教学述评 教师教学述评价值主体 教师教学述评评价 |
| DOI： |
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| 基金项目:国家社科基金教育学一般课题“新高考考试等值综合体系研究”（BFA190060）。 |
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| What is the Teacher’s Teaching Review? |
| ZHANG Yuanzeng |
| (Faculty of Education, East China Normal University, Shanghai 200062) |
| Abstract: |
| The essence of teacher’s teaching review (TTR) is a self-evaluation of teaching that is conducted by teachers as value objects. Qualified teachers, determined teaching time range, legal and specific teaching time and space, clear teaching value forms, and scientific argumentation methods are the constituent elements of TTR. The content of TTR consists of basic information, information on the use of lesson types, analysis of the effectiveness of lesson type use, evaluation of typical teaching cases, overall evaluation of one’s own teaching, plans to further improve teaching quality, as well as
attachments. The purpose of evaluation of TTR is to make a judgment on whether teachers can objectively and accurately evaluate the current situation of their teaching value. The evaluation criteria is composed of 9 indicators, and the basic methods are cross-examination and objective-free evaluation mode. |
| Key words: Teacher’s teaching review (TTR) Value subject of TTR Evaluation of TTR |
