Under the background,teachers further education should ideally realize life-long education and humanistic consideration,the goal is to promote teachers professional development and the construction of model should reflect introspection,dialogue and participation.

Various methods should be adopted in accordance with the reality of teachers further education in agricultural and pastoral areas of Tibet such as centralized training,school-based training,long-distance training,and teaching research training.

The evaluating concept of teachers further education is a complicated system consisting of the evaluators cognition of evaluation,attitude,sensibility as well as behavior.

We think over continuing education of teachers with a new methodogy of reangle and reviewpiont which has great value in postmodern knowledge.

In China,continuing education of teachers has become better and better and achieved a proud feat in reform.

Nowadays China s primary and secondary school teacher continuing education is mainly the colleges and universities training pattern which neglects and even weakens the school and teacher s education demand to a certain extent.

In the background of the new curriculum reform some problems become conspicuous,such as the defect and narrowness in the training function of the teacher continuing education,the deviation from the modern educational ideas in the way of training,the backward assessing system,the contradiction between working and training and so on.

The Regulation of Elementary and Middle School Teacher Continuing Education established by the Ministry of Education was issued in 1999,which decides the five-year-round training system for China’s teacher continuing education,and as a result,a teacher should receive several rounds of continuing education in his/her professional life.