Research On Evaluation Method Of Readiness Education Of EECT In Tibet

The combat readiness education of expedient emergency combat troops (EECT) is more closer to the mission that the emergency armed force bears, and the educate characteristics or the educate methods are more relative to the EECT, and the effectiveness and the level are higher than that of the general armed force. To reinforce the readiness education and improve the readiness ability of EECT, not only need to attach importance to the educating method, but also need to attach importance to educational appraising method. To improve the education evaluating ability of Tibet's armed force, we must engaged a series of measurement criterion for education effectiveness. The "studying on the evaluation methods of Tibet's EECT" is used for checking and evaluating of the troops' readiness education, which can boost the education level of the readiness education, especially guiding and promoting the regularization level of the Tibet EECT readiness education.The selected topic contents three major parts. The first part has complied with the factor which affected the readiness education and evaluated the readiness education index of CCET in Tibet. We carried our research on five main aspects, such as the appraising index, the readiness education object, the readiness education evaluation index, the readiness education environment evaluation index, the readiness education procedure evaluation index and the readiness education effectiveness evaluation index. By analyzing the relevance concept, significance of evaluation the evaluation content, and the evaluation method, we formed a system framework of readiness education, and enriched the readiness education theory, which provided the theory and practice guiding for reinforcing the war preparedness.The second part is the theory relevant to the evaluation of readiness education, and based on the completely evaluation, thoroughly analyzing, and system demonstration, we have improved and perfected a index system which include one-level 5 indices, 13 sub-index, 50 system evaluation index. Because of the readiness education requires that we must think about all the aspects of the readiness education, and need to seize the key factor of educating, therefore behind the one-level index, we must consider the sub-index and three-level index, and discuss the evaluation point interposition, weight assigning, and we introduced the basic form of the readiness education.In the third part, we bring forth the evaluation method for the readiness education of EECT in Tibet, according to the reality of its education. Based on the current readiness education work in Tibet, we thoroughly considered the need of industrialization of our armed force, especially the need of informational army construction and win the informational war. So in the evaluation process of the readiness education, we intend to make the project simple, the border clear, and the key aspects priory. We also carried a evaluation on basic units of armed force, and the result is the same as the real situation, which can proving that the applying of the comprehensive evaluation played a guiding and promoting role for the readiness education of EECT in Tibet.