中国电化教育

培训效果评估是培训质量的重要保障措施,新疆中小学少数民族双语教师培训工程已经实施十余年,实践中急需切实可行的培训效果评估模型以保证培训取得理想的效果。该研究以柯氏评估模型为基础,结合新疆中小学少数民族双语教育发展实际对少数民族双语教师的要求,从反应、学习、行为和结果四个层次设计了新疆中小学少数民族双语教师培训效果评估模型。利用所建立的新疆中小学少数民族双语教师培训效果评估模型,研究对225名接受过各种形式双语培训的教师进行了调查研究,通过对调查结果的分析实现了对新疆中小学少数民族双语教师培训效果的评估。评估结果表明:新疆中小学少数民族双语教师培训效果总体水平偏低,培训达标率仅为61.78%,四个一级指标中:"反应"指标达标率为69.5%,"学习"指标达标率为63.75%,"行为"指标达标率为62.1%,而"结果"指标达标率仅为56.37%。研究提出应该从培训内容的设计、培训过程的评价、语言环境的营造及双语课程教学设计等方面入手,才能从根本上有效提升培训效果。

The evaluation of training effect is an important guarantee for the training quality, minority bilingual teachers training practice in primary and middle schools in Xinjiang has been implemented for more than ten years. In practice, it is necessary to have a practical training effect evaluation model to ensure the training effect. Based on Kirkpatrick evaluation model and combined with the actual demands of teachers, the research designed a model of minority bilingual teachers training effect evaluation of primary and middle schools in Xinjiang from four levels including of the reaction, the learning, the behavior and the results. Using of the evaluation model of the effectiveness of the training of minority bilingual teachers in primary and secondary schools in Xinjiang, the research investigated 225 teachers who had received various forms of bilingual training, and through the analysis of the results of the survey, the paper realized the training effect evaluation of minority bilingual teachers of primary and secondary schools in Xinjiang. The results showed that the overall level of training effect was not satisfying, the standard rate was only 61.78%, among them 4 first grade indexes, the standard rate of reaction index was 69.5%, the standard rate of learning index was 63.75%, the standard rate of behavior index was 62.1%, and the standard rate the index was only 56.37%. Finally the paper put forward that the training effect should be improved from the aspects of the design of the training content, the evaluation of the training process, the construction of the language environment and the design of the bilingual teaching.