Evaluation Research, Based On The Reflection Of The Development Of Sex Education Internship

By discussing the traditional forms and evaluation methods of educational practice against the canvas of the worldwide movement of teacher professionalization, the dissertation mainly intends to analyze the trends in the development of the educational practice reform of Chinese normal universities, and explores the limitations of the traditional forms and evaluation methods of educational practice. This dissertation, furthermore, demonstrates the necessity of setting the idea of developmental evaluation of educational practice, and then tries to construct its theories and models on the basis of the theories of developmental psychology, developmental evaluation of education, reflective teaching and"broad-educational-practice". This dissertation maintains that the evaluation should shed more eyes to the future of the trainees than identifications and act as a tool for helping the trainees on their self-reflexion, self-study and self-improvement in order to promote their full development.The dissertation is composed of six parts. The first part expounds the aims, significance, and methods of this study and makes some definitions and introductions of the major concepts in the dissertation. The second part firstly introduces the traditional forms and evaluation methods of educational practice and analyzes their characteristics and limitations, then points out the trends of the evaluation reform of educational practice according to the worldwide thought of "reflective teaching", the movement of "teacher professionalization", and the need of curriculum reform of basic education of our country in the new century. The third part deals with the basis of the developmental evaluation of educational practice from the theories of developmental psychology, developmental evaluation of education, reflective teaching and "broad-educational-practice". The fourth part tries to erect a system of the developmental evaluation of educational practice including from its construction principles, intensions and characteristics to its contents, standards, and ways to bring it into effect. The fifth part mainly expounds the author's concrete work in educational practice guidance and some advices are also provided in solving the problems found. In the end, the dissertation makes a summary and outlook of the developmental evaluation of educational practice.