【作者】 黎志华；

【导师】 戚业国；

【作者基本信息】 华东师范大学 ， 高等教育学， 2011， 博士

【摘要】 教师教育作为教育事业的“母机”,在今天重视科教兴国的背景下更显其战略意义,推动教师教育创新发展是我国高等教育改革与发展中的一个重要内容,评价在高等教育发展中发挥着重要的导引作用,通过评价引导教师教育的健康发展是当前受到关注的问题。然而,长期以来教师教育评价仅仅被作为“高等教育”进行评价,重视了其高等教育属性,忽视了教师教育本身的特殊性,这样的评价导致教师教育难以培养真正适合基础教育改革需要的优秀教师,新任教师的适应性差长期被基础教育界所诟病。只有研究教师教育评价的特殊属性,建立起能够导向培养优秀教师的教师教育评价体系,才能推动我国教师教育的健康发展,建立起真正适合基础教育改革发展的教师教育体系,充分发挥教育“母机”的作用。本论文就是选择了这样的问题,希望通过系统研究教师教育评价的基本属性与理论基础,初步构建适应我国基础教育改革发展需要、能够推动教师教育健康发展的评价理论与方法体系。本论文以系统的学理研究为基础,结合实践分析,重点是研究“教师教育评价问题”,而不是开发或组织“教师教育评价”；研究教师教育评价的共同属性而不是针对某种具体的教师教育评价活动。论文以“高等教育属性”和“教师成长规律”为主线,将高等教育评价的理论方法结合教师专业发展的规律研究了教师教育评价的问题。论文第一章对教师教育评价相关研究成果和理论概念的梳理。教育评价是通过外显属性把握教育活动的本质的,“教师教育评价”需要通过教师教育属性的外显进行价值判断,因此把握教师教育的本质属性是教师教育评价研究的基础。教师教育评价的根本目的是推动教师教育发展,只有充分了解教师教育的发展机制,评价活动才能有效推动教师教育的发展。论文第二章系统探讨了教师教育评价的基本理论问题。教师教育评价是一种高等教育评价活动,因此具有高等教育评价的全部属性,但作为评价对象的“教师教育”在高等教育中具有特殊性,使得“教师教育评价”有了与其他高等教育评价不同的另外属性。教师教育评价的研究需要全面运用高等教育评价的理论,充分考虑教师教育的特殊属性,尤其教育改革对教师要求的变化。论文第三章系统研究了教师教育评价的准则。对教师教育评价准则的本质、来源与理论基础进行了探讨,这是构建新的教师教育评价体系的核心。教师教育评价是以评价准则为基本依据的,研究教师教育的评价准则是把握教师教育评价的关键。论文第四章研究了教师教育评价的模式选择。从教育评价发展和教师教育发展两方面,在分析各类评价模式的理论基础上,以第四代教育评价理论为基础,提出了教师教育的评价模式选择问题。评价模式是教育评价的重要组成部分,有关教育评价的模式已经有了众多研究,针对教师教育特殊属性的评价模式也有不少探讨。但与整个教育评价一样,教师教育评价面临不断的矛盾争议,这样问题的解决要求发展和创新教师教育评价模式。论文第五章研究了教师教育评价指标体系构建问题。论文总结了指标体系构建的技术方法,分析了境外国家和地区教师教育评价的指标体系,以院校评估为例,尝试开发了我国教师教育的指标体系,当然这样的指标体系只具有案例意义。论文第六章研究了教师教育评价的准备、实施与后评价问题。教师教育评价是一种教育评价活动,完整的过程应当包括了准备、实施与后评价三个部分,现实的评价往往因为没有完成整个过程而导致评价中的问题。论文对教师教育评价准备阶段的主要工作、实施阶段的主要做法和后评价的技术方法进行了研究。论文第七章尝试对我国教师教育准入与质量保障体系建设进行了构建。教育是重要的公共事业,教师是一项特殊的职业和专业,教师教育需要建立有别于其他高等教育的管理体系,世界主要国家都重视教师教育的独特性,普遍建立了不同形式的准入制度与质量保障体系,这也是我国教师教育发展的趋势。更多还原

【Abstract】 In the context of national rejuvenation through science and education, teacher education as the machine tool is of strategic importance. Promoting teacher education innovation has been an important part of China’s higher education reform and development. As evaluation plays a leading role in the development of China’s higher education, currently it has become a main concern to lead the sustained development of teacher education through evaluation.However, recognized as part of higher education, teacher education evaluation has long been conducted more from the perspective of higher education than teacher education itself. Evaluation like that has caused the malfunction of teacher education to produce highly qualified teachers suitable for basic education reform. Ineffectiveness of new teachers’adaptiveness has long been a problem. Only by studying the special attributes of teacher education can an effective teacher education evaluation system be established, which will guide the training of good teachers. This will help to make best use of teacher education and promote its development by creating a sound system corresponding with basic education reform and development.In addressing these problems, this article first attempts to examine in a systematical way the special attributes and the theoretical background of teacher education evaluation, then seeks to create a new theory of evaluation and methodology to meet the requirements of basic education reform and development in support of sustained development of teacher education. Based on theoretical studies and practical analysis, this article focuses on issues of teacher education evaluation, rather than on the development or organization of teacher education evaluation. It explores the common attributes and does not deal with particular evaluation activities. Centered on attributes of higher education and laws of teacher development, this article examines the issues of teacher education evaluation through the combination of theory of higher education evaluation and laws of teacher development.The first chapter is an overview of research findings and theoretical conceptions concerning teacher education evaluation. Educational evaluation seeks to grasp the attributes of educational activities through the explicit attributes. And it’s important to make value judgments through explicit attributes of teacher education. Therefore grasping the essential attributes is the base of studying teacher education evaluation. The essential purpose of teacher education evaluation is to promote teacher education development by understanding fully its developmental mechanism.The second chapter argues about the theory backgrounds of teacher education evaluation. As part of higher education activities, teacher education is characterized by all the attributes of higher education evaluation. But teacher education to be evaluated has its own unique attributes, hence teacher education evaluation has different attributes from other higher education evaluation. So it’s necessary to take into account the special attributes of teacher education in a holistic way of thinking, especially teacher qualification resulting from education reform.Teacher education is based on evaluation criteria. The third chapter discusses about the criteria of teacher education evaluation, including its attributes, origins and theoretical background, which is critical in creating a new system of teacher education evaluation.The fourth chapter explores the pattern options of teacher education evaluation. Based on various patterns and the forth-generation evaluation theory, it presents the issues of pattern options of teacher education evaluation. There have been quite a few studies on educational evaluation patterns, a few of which deals with the special attributes of teacher education. Teacher education evaluation is faced with conflicting controversies, and the solutions call for innovative patterns.The fifth chapter argues about the development of evaluation indicators system. It sums up all the techniques of developing a valuation indicators system, with the analysis of valuation indicators system in teacher education in other countries. Taking the institutional assessment for example, it then seeks to develop China’s teacher education indicators system.The sixth chapter deals with the whole process of evaluation, including preparation, implementation and re-evaluation. It describes the main activities, practices and techniques in different stages.In conclusion, the seventh chapter seeks to explore the establishment of China’s teacher education admission and quality assurance system, which is the development trend in China’s teacher education.更多还原