A Study Of Teachers’ Training Evaluation

To build high-quality, professional corps of teachers and respond to the voice of curriculum reform of China’s basic education, the National Training program for rural primary and secondary school teachers of the Ministry of Education( referred to as Guo Pei Plan),which sponsored by the Ministry of education and Ministry of Finance in 2010, has began to carry out comprehensively. The "national long-term education reform and development plan"(2010-2020) is the first educational development of major projects and an important measure to build a high-quality professional corps of teachers.Therefore, our country pay more attention to teacher training work.Teacher training evaluation is playing an important role in teacher training.It can make diagnosis to the various problems in teacher training and make the adjustment in time to improve the quality of teacher training. How to carry out effectively teacher training evaluation is increasingly prominent for theory researchers and practitioner.The research tries to evaluate the teacher training from two aspects of theory and practice. Firstly, the paper introduces the problem proposal, research significance, literature review and research thought and method in the introduction part, and interprets the related concept of the evaluation of teacher training. Starting from the theoretical analysis of teacher training, it expounds the education evaluation and teacher professional development theory in details. On the basis, it analyzes the evaluation concept of teacher training. Via referring to CIPP evaluation mode, the author tries to expound the basic structure of teacher training evaluation including teacher training program design evaluation, teacher training implementation process evaluation and teacher training effect evaluation, and describe the feature of the basic structure.Based on the analysis of above theory, the paper selects the primary and secondary schools in Zhengzhou, Kaifeng, Xuchang, Zhumadian and other places as the sample, the trained teachers attending the replacement, short-term concentrated and remote training, the managers and teachers in the college and university including several undertaking the national training plan as the investigation objects, and uses the questionnaire investigation, interview and other methods to carry out the investigation on the current status of the implementation of teacher training evaluation. Via the analysis, the main problems existed in the evaluation process are as follows: the evaluation function is focused on the identification; the evaluation from the trained teacher is lacked at the stage of teacher training program design; there are less internal and external evaluation at the process to implement the teacher training; the evaluation on the development of trained teacher is neglected; the effective feedback is lacked for the evaluation result, etc. The main reason for the problems includes: the evaluation function tends to the play of management service function and administration guidance; the gap between the evaluation practice and evaluation concept; insufficient evaluation guidance force provided by the education administration department; lack of the ability for the training unit to implement the evaluation, etc. On the basis, the research proposes the strategies to optimize the evaluation of teacher training: reduce the gap between the evaluation practice and evaluation concept; strengthen the guidance and supervision on the evaluation work in the training unit; further strengthen the overall design of the evaluation work; pay attention to the evaluation of teacher training program design and implementation process; pay attention to the evaluation on the development of trained teacher; perfect the feedback mechanism of the evaluation result, etc.