高校农村教师培训绩效评价实践

In China, the development of rural teachers' training is really fast and public investment is really huge. So the quality of training is the key.In 2009, China launched a "national training plan" for central and western rural teachers. In 2010, providing that "On the basis of 5% of the total public expenditure of the school year to set up teachers' training fee. In 2011, the Ministry of Education issued to focus on rural teachers' training and implement the performance evaluation to guarantee the quality of training.. Developed countries emphasis from rural teachers' after-training behavior, teaching performance, students' learning progress and other output elements to evaluate training performance. By contrast, China emphasis from the teaching process of rural teachers' training, learn gains, economic and social benefits obtained from the training and other process elements to evaluate training performance. Broaden Chinese rural teachers' training evaluation horizon from process to output range, therefore, rural teachers' training in colleges and universities can be more relevance, applicability and long-term effect.. From the past years, colleges and universities are only responsible for pre-service training. Meanwhile, training school commitment to post-service training. Compared with pre-service, colleges and universities are lack of post-service training experience and relevant rules and norms. Protecting and improving the quality of teacher training is colleges and universities' facing new challenges. From 2007, The thesis research team is responsible for rural teachers' national training and provincial training plans and also exploring from practice on how to evaluate the performance of teachers trained in colleges and universities.

我国农村教师培训发展速度快，公共投入大，培训质量是关键。2009年我国启动中西部农村教师"国培计划"，2010年规定"按照学校年度公用经费总额的5%安排教师培训经费"，2011年教育部提出以农村教师培训为重点，要实施绩效评价保障培训质量。.发达国家农村教师绩效培训，注重从教师受训后的教学表现、所教学生的学习进步等产出要素评价培训绩效；国内当下侧重从农村教师受训过程中的教学、学员培训感受、培训效益等过程要素评价培训绩效。若将我国农村教师培训绩效评价从过程拓宽至产出范围，高校农村教师培训必然更具针对性、适用性和长效性。.多年来，我国高校负责教师职前培养，进修学校承担教师职后培训。与教师职前培养相比，高校缺少教师职后培训的经验和相关制度规范，保障和提高教师培训质量是高校当前面临的新课题。2007年以来，课题组承担农村教师国家和省级培训工作，在实践中正在探索促进高校农村教师培训质量的绩效评价研究。

（一）项目的背景. 2007年以来课题组作为赣南师范大学中小学教师培训团队，承担了江西省不同层次和类型的农村教师培训工作。课题组将农村教师培训与课题研究结合起来，围绕课题研究设定的“高校农村教师培训质量绩效评价”目标，边研究、边实践、边检验、边修正课题研究结果。. （二）主要研究内容.课题研究紧扣“促进提高培训质量为主题的农村教师培训绩效评价”展开。首先研究农村教师培训质量要素，其次研究将农村教师培训质量要素转化为高校农村教师培训绩效评价实践，再次研究构建高校农村教师培训绩效评价机制。. （三）重要结果. 1. 我国教师专业发展学校伙伴合作创新方略. （1）合作内涵创新：从师范生实习拓宽至教师专业学习. （2）伙伴结构创新：从双伙伴扩大到三伙伴. （3）运行机制创新：从主导型走向共赢发展型. 2.教师专业发展的自组织学习保障. （1）学习平台保障. （2）学习资源保障. （3）学习制度保障. 3.农村教师专业成长的理论与实践模式. 农村教师专业成长要经历从思想到行为的蜕变，完成从教心路历程煎熬、潜心研究农村学生学习特质、弥补自己在农村学校从教的职业素养缺陷，这就是农村教师成长的普遍理论与实践模式。. 4.农村教师培训绩效评价指标体系. 农村教师培训绩效评价指标体系由培训方案、培训过程和培训结果三部分组成。培训方案注重科学性、培训过程讲究专业性、培训结果重视有效性。. 5.教师培训需要建立协同机制. 农村教师培训协同机制包括协同评价、机会共育和资源共享三大机制。. （四）关键数据及其科学意义. （1）关键数据. 不同农村教师培训项目参培率基准：短期集中为89.9%；顶岗置换为100%；送教下乡为92.9%；访名校为81.9%。. （2）科学意义. 教师参培率是不同类型教师培训项目绩效抑或质量的重要体现，对政府加强农村教师培训政策改革建设，高校及时改进不同类型农村教师培训项目课程设计、培训模式创新等具有极其重要的信息价值。