Research On The Problems And Countermeasures Of Teacher Education Curriculum Evaluation

Since the "Teacher Education Curriculum Standards(Trial)" was issued in 2011,teacher education curriculum reform has been continuously promoted in China.The file and relevant policy documents for talent training in universities have put forward the importance of improving the quality and establish a comprehensive feedback and monitoring system for the quality of talent training throughout the process.The assessment of curriculum learning is an important part of the reform of teacher education curriculum in normal universities,and it is related to development of teacher education curriculum.From the perspective of theoretical research,the assessment of curriculum learning research mainly focuses on the evaluation of the subject courses or the overall academic situation of students,less research on certain types of curriculum.From the perspective of teacher education curriculum practice,though the process evaluation and multiple evaluation has been a trend,there are still many problems in the current assessment practice,which is far from the expected state of theoretical research.Based on this,this paper studies the actual situation of the learning assessment in teacher education curriculum by investigating,analyzes the existing problems and the reasons,then puts forward specific suggestions for improving the assessment.In this study,teacher education courses offered by the college of education in S Normal University were used as survey objects.According to the classification of"Teacher Education Curriculum Standards(Trial)",nine teacher education courses were selected as survey samples.A combination of questionnaire survey method and interview survey method was used for teachers and students.This paper investigates the current situation of learning assessment in teacher education curriculum from five aspects:assessment standards and functions,assessment subjects,assessment content,assessment methods,assessment results and applications.Through investigation,it is found that there is something worthy of affirmation in the current assessment of curriculum learning.The evaluation content is gradually integrated,and some teachers pay attention to process assessment.But there are still many problems,which mainly include the uniformity of assessment standards,the singularity of the assessment subject,the imbalance of assessment content,the patterning of assessment methods,and the static state of assessment results.The reasons based on the interview data mainly includes the administrative constraints of the school's traditional evaluation system,the constraints of large class sizes on teachers 'energy,the restraint of teachers' traditional evaluation concepts,and the lack of self-evaluation literacy of students,which hinder the reform and development of assessment.Combining educational goal taxonomy of Hauenstein,multiple intelligence theory,authenticity evaluation and other previous studies,this paper proposes the vision for curriculum learning assessment,from multidimensional assessment standards,multiple assessment subjects,comprehensive assessment content,and various assessment methods and dynamic evaluation results,aim to improve the assessment system of teacher education curriculum.Focus on the existing problems,specific improvement strategies are proposed from three main subjects:schools,teachers,and students.It includes optimizing the school's institutional environment and arranging teaching tasks reasonably,reforming the assessment standards of teachers in universities and giving teachers decision-making assessment rights;improving teacher assessment literacy and updating teacher assessment concepts,strengthening the theory and practice of assessment of curriculum learning;strengthening student self-evaluation literacy and guiding student participation assessment,improving students' self-evaluation ability;strengthen technical assistance and personnel supervision to build an effective supervision and guarantee system.