| China’s higher education takes the new school as the starting point.After the adjustment in the early days of the founding of the people’s Republic of China,it has ushered in the "reform and opening up" of higher education.The extensive development of education brought by the expansion of higher education enrollment ignores the pursuit of Education quality.And teacher education bears the important function of rejuvenating education and strengthening education.In the face of the poor quality of teacher training brought by extensive development and the contradiction between supply and demand of educational resources,the system of free normal students and public funded normal students and teacher qualification certificate plays an important role in the construction of teacher team and making up for the realistic demand of the lack of basic education teachers.Facing the realistic demands and new problems of modern education in the new era and ensuring the quality of teacher education and training,the Ministry of Education decided to carry out the pilot work of normal professional certification in Jiangsu,Henan and Guangxi provinces in 2015.With the results of the pilot practice,the Ministry of Education issued the implementation measures for normal professional certification in ordinary colleges and universities(Provisional)in 2017 to carry out normal professional certification by classification,and gradually establish a three-level and five category certification system.This paper combs the development process from the first generation of evaluation theory to the fourth generation of evaluation theory,combined with the current trend of international teacher education professional certification,especially to avoid the problems of previous top-down managerial evaluation tendency,single evaluation standard and evaluation method,and summative evaluation results.Through the research of scholars at home and abroad,this paper combs out the feasibility and necessity of applying the fourth generation assessment theory to the certification of teachers’ major,and finds out the coincidence between the fourth generation assessment and the certification of teachers’ major in China.Secondly,by reviewing the practice and analyzing the current situation of normal professional certification in China,it is summarized that there is an obvious tendency of managementism in professional certification in China,the status of "student-centered" deviates,the adoption of multiple values fails,the demand direction of "output orientation" is unclear,it relies too much on scientific empirical paradigm,and there are problems of material stacking and insufficient function of continuous improvement for qualitative research.The main reason for the above problems lies in the gap between system practice and Conception under the transformation from educational "management" to "educational governance",the path dependence of engineering education professional certification under the background of professional certification system transplantation,the lack of independence and characteristics of normal professional certification,and the influence of teaching level evaluation starting in the 1980 s,resulting in a strong evaluation orientation in certification practice.According to the analysis of the problems and causes,from the perspective of the fourth generation evaluation theory,this paper puts forward the following suggestions for the construction of the certification path of normal majors in China:first,strengthen the standard positioning and operability of specialty orientation around the output orientation;second,reconstruct the certification mode with the participation of multiple subjects around the student-centered concept,focus on excellence,and reshape the continuously improved quality assurance and supervision system.Under the basic concept of "student-centered,output oriented and continuous improvement",promote the process of normal major certification in China to follow multiple value orientations and establish the response of stakeholdersIt has the dual functions of accountability and improvement,and has become an important way to ensure the quality of teacher education. |
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