UGSS教育实习模式表征及CIPP评价路径探析

The characteristics of UGSS educational practice modes and the analysis of CIPP evaluation path

UGSS教育实习模式适合教师教育发展的环境与需求,在理论层面体现三种特征:需求特征、发展特征、协作特征;在实践层面体现三种特征:鲜明的类别倾向与应然实践价值相契合,独特的合作形式与复杂的实践方式相契合,明确的课程目标与"塔式"实践行为目标相契合。为提升UGSS教育实习模式的层次和水平,在评价路径上,可探索CIPP方式,即首先确定教育评价的对象与主体,然后根据国家相应的客观标准和实验区实习工作要求开展有针对性的背景评价、输入评价、过程评价和成果评价,进而提升UGSS教育实习模式的层次,推动UGSS教育实习模式的发展,促进教师教育科学发展,优化教师教育资源结构,担负和履行服务、引领基础教育的责任与义务。

The UGSS educational practice modes fit for the environment and requirements of teacher development. Theoretically, it reflects the needs, development and cooperation. Practically, there are three characteristics existing in the combination of distinct category with value; specialty with practice complex; clear goals with the tower-type action. To improve the standards of UGSS, it is possible to explore the CIPP evaluation path. First determine the object and subject, then follow the national standard and job requirements, finally launch the evaluation of background, input, process and product. Therefore, it will promote the development of teacher education, optimize the structure of resources, meanwhile implement duty and obligation to serve and guide the basic education.