华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2018, Vol. 36 ›› Issue (5): 138-147+170+171.doi: 10.16382/j.cnki.1000-5560.2018.05.013

• 教师队伍建设 • 上一篇    下一篇

小学卓越师范生培养质量的增值性评价研究

张志泉1, 殷杰2   

  1. 1. 南通大学教育科学学院, 江苏南通 226019;
    2. 苏州蠡口实验小学, 江苏苏州 215200
  • 出版日期:2018-09-20 发布日期:2018-09-14
  • 基金资助:
    全国教育科学"十二五"规划教育部重点课题"卓越教师培养效能的‘增值性评价’"（DIA150318）。

Value-added Evaluation of Preservice Primary School Teachers' Training

ZHANG Zhiquan1, YIN Jie2   

  1. 1. Educational Science Faculty of Nantong University, Nantong Jiangsu 226019, China;
    2. Likou Primary School of Suzhou, Suzhou Jiangsu 215200, China
  • Online:2018-09-20 Published:2018-09-14

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摘要： 实施"卓越教师"计划旨在培养高质量的师资，而计划的实施需要有科学的监控与评价机制。传统以结果为导向的终结性评价难以考量师范生发展过程的转变及各责任主体对转变的贡献。而增值性评价作为监控与评定主体在经历一段时间后是否在各方面有量或质的增加的评价方式则能增强教育主体自主、增量及高效发展的意识。研究通过构建小学卓越教师职前培养质量的增值性评价模型及调查问卷的分析找出各层面因素对卓越师范生培养质量的"净影响"及培养中存在的问题，进而提出增强师范生培养效能的几点建议。

关键词: 增值性评价, 培养效能, 自我评价

Abstract: China's implementation of the "excellent teacher" project aims to cultivate high-quality teachers. The implementation of the project needs effective and scientific monitoring and evaluating mechanism. The traditional evaluation which focused on the selection of excellent teachers is difficult to monitor the developing process and the overall change of the students. However, value-added evaluation, as the measurement and evaluation of the evaluating object's change or enhancement over a period of time can be used to monitor and evaluate student teacher's development. This research tries to find out the problems in the student teacher's developing process. It concludes with some suggestions on promoting the quality of teacher training.

Key words: value added evaluation, training quality, self evaluation