幼儿教师发展性评价能力的研究

发布时间：2018-06-22 18:52

本文选题：幼儿教师 + 发展性评价　；参考：《西南大学》2009年硕士论文

【摘要】： 《幼儿园教育指导纲要(试行)》将评价在幼儿园教育中界定为:是了解教育的适宜性、有效性,调整和改进工作,促进每一个幼儿发展,提高教育质量的必要手段。由此说明,评价的功能已由侧重甄别转向侧重发展。这对幼儿教师的评价能力提出了更高的要求。本研究根据国内外的研究成果,在认真分析发展性评价要求的基础上,从如何促进幼儿发展这一角度分析出教师发展性评价能力的构成:对幼儿个体间差异和个性发展评价的能力(真实性);运用多种方法和多主体评价的能力(多元性):对幼儿成长过程评价的能力(过程性);对幼儿多方面发展评价的能力(全面性)。然后将幼儿教师能否在评价幼儿中体现发展性作为教师评价能力的表现,对目前幼儿教师评价幼儿的能力状况作一了解,通过教师问卷、笔者访谈等方法描述幼儿教师在实然状态下的评价水平及存在的问题,然后通过分析问题背后的原因,旨在为提高教师发展性评价能力提供一定的参考。研究表明:教师对自己评价幼儿的能力有较高的认可度,这种认可度和自信主要是由于教师错误的把对幼儿的发展性评价等同于日常中简单的批评和表扬;错误认为能对个别幼儿的发展进行评价就意味着自己具有很好的评价能力。这其实是对发展性评价没有从本质上理解和认识。实际调查显示,教师发展性评价能力存在:评价活动中对个体差异表现的关注度不高;使用质性评价方法较少且单一,主要采用观察法,呈现随意性和主观性;评价只关注幼儿的突出方面;缺乏持续性和稳定性,缺乏纵向比较和动态性评价。笔者在分析影响教师发展性评价能力原因的同时,从教师自身评价素养、幼儿园指导等方面来探讨教师发展性评价能力提升的途径,以期促进幼儿教师评价能力的发展。
[Abstract]:In kindergarten education, evaluation is defined as the necessary means to understand the suitability, effectiveness, adjustment and improvement of education, to promote the development of every child and to improve the quality of education. This shows that the function of evaluation has changed from focus on screening to focus on development. This puts forward higher requirements to the evaluation ability of preschool teachers. Based on the research results at home and abroad, and on the basis of careful analysis of developmental evaluation requirements, From the perspective of how to promote the development of young children, this paper analyzes the composition of teachers' developmental evaluation ability: the ability to evaluate individual differences and personality development (authenticity), and the ability to use multiple methods and multi-subject evaluation (pluralistic). Sex): the ability to evaluate the growth process of young children (process); the ability to evaluate the multiple development of young children (comprehensiveness). Then, whether the preschool teachers can reflect the development in the evaluation of young children as the performance of teachers' evaluation ability, and then make a understanding of the current situation of preschool teachers' ability to evaluate children, through the teacher questionnaire, The author interviews with other methods to describe the evaluation level and existing problems of preschool teachers under the actual condition, and then through the analysis of the reasons behind the problems, the purpose of this paper is to provide a certain reference for improving teachers' developmental evaluation ability. The research shows that: teachers have a high degree of recognition of their ability to evaluate children, this recognition and self-confidence is mainly due to teachers mistake to evaluate the development of young children with simple daily criticism and praise; The mistake of being able to evaluate the development of individual children means that they have good evaluation ability. In fact, the evaluation of development is not essentially understood and understood. The actual investigation shows that teachers' developmental evaluation ability exists: the attention to individual difference is not high in evaluation activities, the qualitative evaluation method is less and single, the main method is observation, which is arbitrary and subjective; The evaluation only pays attention to the prominent aspects of young children, lacks of sustainability and stability, and lacks longitudinal comparison and dynamic evaluation. The author analyzes the reasons that affect teachers' developmental evaluation ability, and discusses the ways to improve teachers' developmental evaluation ability from the aspects of teachers' own evaluation literacy and kindergarten guidance, in order to promote the development of preschool teachers' evaluation ability.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615

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