Research On The Evaluation Of Teachers’ Training Effectiveness In Higher Vocational Colleges

Higher vocational colleges are an important front for training highly skilled personnel with "craftsman spirit",and serving the national innovation-driven development strategy and "made in China 2025" plan.Therefore,the training of teachers in higher vocational colleges who are responsible for talent cultivation has attracted much attention.By combining theoretical research with empirical research,this study conducted a study on the construction of effectiveness evaluation index system and empirical results of teachers’ training in higher vocational colleges.The effectiveness evaluation index system is constructed by applying the four-level evaluation model,taking transforming learning theory as the guidance,analyzing the literatures related to teachers’ training effectiness,and being revised according to expert consultations and field survey of five higher vocational colleges.It consists of 3 level I indexes,10 level II indexes,and 21 level III indexes.On this basis,adopting AHP and fuzzy comprehensive methods,the study carries out empirical research on the faculty training evaluation from six higher vocational colleges,and evaluation results are validated by case analysis.The results show that the training effectiveness is overall good,but the training level is uneven,and there is a certain deviation between the single factor evaluation result and the weight assignment result:the training background score is relatively high,the training response score is generally slightly lower than the training background,and the training harvest score is relatively poor.Through the establishment of the influencing factors model,this paper summarizes the influencing factors ranks them according to the importance:the training content,the training modes,teachers,professional ability,teachers,professional spirit,financial investment of educational department and government policies.The deep problems existing in the training of higher vocational teachers at the present stage are sorted out:current training activities deviate from the higher vocational teachers’ training characteristics and their actual needs;effect evaluation is not seen as necessary;the transfer of training achievements is insufficient in practice.And then the attribution analysis is conducted from the perspective of policy,school,teachers and training management.In view of the problems existing in teacher training in higher vocational colleges,five training optimization strategies are proposed:adopting objective leading strategy to implement the "bi-oriented teachers" training objectives;adopting resource integration strategy to promote school-enterprise cooperation;adopting process optimization strategy to meet teachers’ demand and promote transformation;adopting evaluation promotion strategy by applying the whole process evaluation system;adopting support assurance strategy by improving both regulation and incentive mechanism.