公费定向师范生实习评价标准体系构建——以粤西地区为例

Construction of an Internship Evaluation Standard System for Government-Funded Targeted Normal Students: Taking Western Guangdong as an Example

Educational practice is a critical stage for government-funded targeted normal university students to transition from theory to practice and grow from pre-service teachers into qualified rural teachers. A scientific and sound evaluation standard system for educational practice serves as an important instrument to improve training quality and ensure that these students can go to rural areas, stay there, teach well, integrate into local communities, and take root deeply. Focusing on government-funded targeted normal university students in western Guangdong, this study is grounded in the needs of rural education revitalization and localized training. Based on national policies concerning educational evaluation reform, normal education professional certification, and rural teacher training in Guangdong Province, and following the principles of scientificity, systematicness, operability, and goal orientation, this study constructs an evaluation standard system for educational practice covering four core dimensions: practicing teacher ethics, mastering teaching, learning to educate, and achieving professional development. Through expert consultation using the Delphi method, combined with AI platform calculation and weighting based on frontline expert opinions, the weights of the four dimensions are determined as 33%, 33%, 21%, and 14% respectively. The system highlights the core status of teacher ethics and teaching practice, takes into account class education and professional development abilities, and integrates localized characteristic indicators such as rural sentiment, rural adaptation, and education for left-behind children. It forms a clear, observable, and operable evaluation system for the educational practice of government-funded targeted normal university students, contributing to the construction of a high-quality rural teacher team and the highquality development of rural education.

教育实习是公费定向师范生从理论走向实践、从准教师成长为合格乡村教师的关键环节，科学完善的实习评价标准体系是提升培养质量、保障其“下得去、留得住、教得好、融得进、扎得深”的重要抓手。本研究以粤西地区公费定向师范生为对象，立足乡村教育振兴与在地化培养需求，依据国家教育评价改革、师范类专业认证及广东省乡村教师培养相关政策，遵循科学性、系统性、可操作性与目标导向性原则，构建涵盖践行师德、学会教学、学会育人、学会发展四大核心维度的教育实习评价标准体系。通过德尔菲法开展专家咨询，结合AI 平台测算与一线专家意见赋权，确定四大维度权重分别为33%、33%、21%、14%，突出师德师风与教学实践的核心地位，兼顾班级育人与专业发展能力，同时融入乡土情怀、乡村适应、留守儿童教育等在地化特色指标，形成层次清晰、可观测、可操作的公费定向师范生实习评价体系，助力高质量乡村教师队伍建设与乡村教育高质量发展。