Research On The Evaluation Of The Training Effect Of Bilingual Teachers In Xinjiang Primary And Secondary Schools

The bilingual teacher training evaluation has guiding and reference significance for the revision of the training program.It is the direct thrust to improve the quality of bilingual teacher training and is the indirect driving force for the steady development of bilingual education.This paper evaluates the effectiveness of bilingual teacher training in primary and secondary schools in Xinjiang,and investigates the status quo of bilingual teacher training through questionnaires and interviews.Based on the theoretical and policy analysis of teacher training assessment,the current situation is analyzed and effective.Four countermeasures and suggestions for improving the evaluation system of bilingual teacher training in primary and secondary schools in Xinjiang are implemented to improve and improve the existing bilingual teacher training evaluation system and promote the quality of bilingual teacher training.The text is divided into six chapters.The first chapter introduces the background and significance of the research,the ideas and methods of the research,the content and innovation of the research and related concepts.The second chapter analyzes and organizes the existing research literature from synchronic and diachronic perspectives,and summarizes the main arguments about teacher training evaluation at home and abroad.The third chapter is the theoretical support of the research.It mainly explains the guiding principles of teacher training evaluation,the common mode of teacher training evaluation and the object of teacher training evaluation,and sorts out the relevant policy documents of bilingual teacher training in Xinjiang primary and secondary schools in the past ten years.And induction,starting from the stage division,characteristic analysis and value orientation of bilingual teacher training policy,focus on the specific requirements of teacher training evaluation in policy texts.The fourth chapter uses questionnaires and interviews as the research method to investigate the status quo of bilingual teacher training performance evaluation in Xinjiang primary and secondary schools,and to understand the existing bilingual teacher training evaluation based on the data.The fifth chapter is based on the theory and policy support of training evaluation to present the problems existing in the evaluation of Xinjiang bilingual teacher training,analyze it and propose corresponding solutions.Aiming at the problem of the evaluation process of Xinjiang bilingual teacher training evaluation,the evaluation content is not unique,the participation of the evaluation object is low,and the evaluation method has poor accessibility,and a policy-oriented evaluation system based on holistic thinking is proposed.The cultural-centered cultural evaluation system,the subject-based participatory evaluation system with self-development as the concept,and the ecological-contextual assessment system with the ecological context as the background.The sixth chapter summarizes the research results of the evaluation of bilingual teachers' training effect in Xinjiang primary and secondary schools,and also briefly reviews the contribution of the research.Finally,it expounds the shortcomings and future prospects of the thesis.