幼儿园教育活动中教师非正式评价行为的研究

发布时间：2018-03-27 07:29

本文选题：幼儿园　切入点：教育活动　出处：《西北师范大学》2006年硕士论文

【摘要】： 当今世界各国课程评价改革的趋势越来越向着人文关怀的方向发展，我国2001年颁布的《幼儿园教育指导纲要(试行)》中提到的评价理念和这种发展趋势是一样的。对幼儿的评价是学前教育工作的重要组成部分，对幼儿的评价有两类：一类是对幼儿发展情况的正式评价；另一类是教师在与幼儿日常接触、互动过程中即时、即地、即兴的非正式评价。教师的非正式评价对幼儿的认知、情感和社会性的发展都具有重要影响，但在幼儿园教育教学活动中教师往往忽略非正式评价行为对幼儿发展的影响，教育理论工作者也缺少对教师非正式评价行为的系统研究。研究者试图从教师的言语评价行为和非言语评价行为来了解幼儿教师的非正式评价行为，研究对象选取的是两所一级一类幼儿园五位大班幼儿教师，研究者深入到幼儿园一日生活中借助自己设计的观察记录表参与观察教师的言语和非言语评价行为，发现当前幼儿教师的非正式评价行为存在如下问题：评价方式传统；评价层次较低；评价缺乏激励性；评价不公平以及评价不恰当。并对这些问题从教师的刻板印象、个性、知识系统、社会规范意识、价值观念体系以及教师当时所处的评价情境进行分析。针对以上问题对幼儿教师提出以下建议：在思想上要重视非正式评价行为对幼儿身心发展的影响；要树立正确的儿童观与评价观，，要在观察了解幼儿的基础上正确认识幼儿成长中的错误；评价要有发展性和激励性；表扬、批评、惩罚要适度；评价要有差别性；评价要客观公正；以及活动后，加强反思，加强学习。
[Abstract]:Nowadays, the trend of curriculum evaluation reform in various countries of the world is more and more towards the direction of humanistic care. The evaluation idea mentioned in the guidelines for Kindergarten Education (trial) issued by China in 2001 is the same as this development trend. The evaluation of young children is an important part of preschool education. There are two types of evaluation of young children: one is the formal evaluation of early childhood development; the other is the teachers' understanding of young children in the course of their daily contact and interaction, that is, informal, impromptu evaluation. The development of emotion and sociality have important influence, but teachers often ignore the influence of informal evaluation behavior on the development of young children in kindergarten education and teaching activities, and educational theorists lack systematic research on teachers' informal evaluation behavior. The researchers try to understand the informal evaluation behavior of preschool teachers from the teachers' verbal and non-verbal evaluation behaviors. The subjects of the study are five large class preschool teachers in two first class kindergartens. The researchers go deep into the kindergarten daily life to observe the teachers' verbal and non-verbal evaluation behavior with the help of the observation record table designed by themselves, and find that the current informal evaluation behavior of preschool teachers has the following problems: the traditional evaluation methods; The evaluation level is low; the evaluation lacks the incentive; the evaluation is unfair and the appraisal is not appropriate. And these questions from the teacher stereotype, the individuality, the knowledge system, the social norm consciousness, The system of values and the evaluation situation of teachers at that time were analyzed. In view of the above problems, the following suggestions were put forward: to pay attention to the influence of informal evaluation behavior on children's physical and mental development; In order to set up a correct view on children and evaluation, we should correctly understand the mistakes in the growth of children on the basis of observation and understanding, and evaluate them with development and encouragement, praise, criticize and punish appropriately, and evaluate them differently. Evaluation should be objective and fair; and after the activities, strengthen reflection, strengthen learning.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G615

【引证文献】