边疆民族地区小学教师校本培训评估

Research on School-based Training Assessment of Primary School Teachers in Border Ethnic Areas

借鉴柯氏四级评估法的评价指标,运用问卷调查法和访谈法实地调研了边疆民族地区小学教师及学校管理者,从参训教师及学校管理者的不同视角对校本培训的反应层、学习层、行为层、结果层四个层级来评价培训的实施成效。评估结果显示,边疆民族地区小学教师校本培训的改进方向是确定教师培训需求、优化培训内容以及维持受训教师行为水平。

By taking the evaluation indicator of Kirkpatrick Model, this paper uses the method of questionnaire and interviews to investigate the practices achievement of professional school--based training program of primary school teachers and school administrators in border ethnic minority areas from the perspectives of reaction level, study level, behavior layer, and the result level. The results of the assessment show that the improvement of school- based training for primary school teachers in frontier ethnic minority areas can help to determine the needs of teacher training, optimize training content and maintain the level of trainee behavior.