幼儿园教师运用非正式评价的现状及改进研究

发布时间：2018-06-16 16:24

本文选题：幼儿园教师 + 非正式评价　；参考：《首都师范大学》2012年硕士论文

【摘要】：对幼儿的评价是幼儿园教育评价工作的重要组成部分，非正式评价是幼儿园教师对幼儿进行评价的主要评价方式之一。教师运用非正式评价的水平和质量直接关系到评价的效果和质量，关系到教育教学的水平和质量，关系到幼儿的成长。本研究的首要问题是关于幼儿园教师运用非正式评价的现状研究。之后，在现状调查基础上，总结幼儿园教师运用非正式评价存在的问题，分析其存在问题的原因，制定了“幼儿园教师运用非正式评价干预方案”，进行了改进研究。本研究综合运用观察法、访谈法、教育实验法进行了调查和研究，研究结果如下：一、幼儿园教师运用非正式评价的现状研究 1.一般现状调查结果。评价内容：主要集中于对纪律遵守的评价；评价方式：言语评价多于非言语评价；评价性质：肯定评价多于否定评价；评价的价值取向：结果性评价多于过程性评价；评价中的情感投入：非言语评价中教师的情感度较高。 2.运用评价改进教学的现状调查结果。评价的对象：集中指向发展水平高和积极主动型的幼儿；获取的评价信息：更多是纪律和参与度方面的信息；评价信息的运用：未能用于改进教学。 3.存在的问题。评价对象单一，获取的评价信息存在偏差；评价内容不全面，与教学内容有关的评价信息缺失；评价方式单一、有效性低；评价重视结果性评价，忽视过程性评价；肯定性评价中教师情感投入较低，评价的激励作用难实现；评价存在偏见，评价标准不统一。二、幼儿园教师运用非正式评价存在问题的原因分析研究发现，教师评价知识缺乏、教师学科领域知识的缺乏和教师的刻板印象是造成教师运用非正式评价存在问题的主要原因。三、幼儿园教师运用非正式评价的改进研究本部分经过制定“幼儿园教师运用非正式评价干预方案”，之后进行实施、改进、再实施的过程进行了幼儿园教师运用非正式评价的改进研究。结果显示幼儿园教师运用非正式评价改进方案效果较为明显，教师对“评价”的认识发生转变；教师非正式评价的评价方式更加多元化；教师对评价信息的运用和把握能力提高。当然，，本研究在取得一定成果的基础上，也存在诸多问题需要改进。如需要扩大现状调查的样本量；进一步完善干预方案，延长干预方案实施时间等。
[Abstract]:The evaluation of children is an important part of the evaluation of kindergarten education, and informal evaluation is one of the main evaluation methods for kindergarten teachers to evaluate children. The level and quality of teachers' informal evaluation is directly related to the effect and quality of evaluation, the level and quality of education and teaching, and the growth of young children. The primary problem of this study is the current situation of informal evaluation of kindergarten teachers. Then, on the basis of the investigation of the present situation, this paper sums up the problems existing in the informal evaluation of kindergarten teachers, analyzes the causes of the problems, and formulates the "intervention scheme of teachers' informal evaluation in kindergarten", and carries on the improvement research. The results of this study are as follows: 1. The current situation of kindergarten teachers' informal evaluation. General status of the survey results. Evaluation content: mainly focus on the evaluation of discipline compliance; Evaluation method: verbal evaluation is more than non-verbal evaluation; Evaluation nature: positive evaluation is more than negative evaluation; value orientation of evaluation: result evaluation is more than process evaluation; Emotional involvement in evaluation: teachers' affective degree is higher in non-verbal evaluation. 2. 2. Use evaluation to improve the teaching of the current situation of the survey results. Evaluation targets: focus on high level of development and proactive young children; access to evaluation information: more discipline and participation information; use of evaluation information: not used to improve teaching. 3. Existing problems. The evaluation object is single, the obtained evaluation information is biased, the evaluation content is not comprehensive, the evaluation information related to the teaching content is missing, the evaluation method is single, the validity is low, the evaluation pays attention to the result evaluation, neglects the process evaluation; In affirmative evaluation, teachers' emotional input is low, the incentive function of evaluation is difficult to be realized, the evaluation is biased and the evaluation standard is not uniform. Second, the analysis of the causes of the problems in the informal evaluation of kindergarten teachers shows that teachers' evaluation knowledge is lacking. The lack of knowledge and stereotype of teachers are the main reasons for the problems in the use of informal evaluation. Third, the improvement of kindergarten teachers' use of informal evaluation this part of the "kindergarten teachers use informal evaluation intervention program", after the implementation, improvement, The implementation of the process of kindergarten teachers use informal evaluation of the improvement of research. The results show that the effect of informal evaluation is obvious, the teachers' understanding of "evaluation" has changed, and the evaluation methods of teachers' informal evaluation are more diversified. Teachers improve their ability to use and grasp evaluation information. Of course, on the basis of some achievements, there are many problems to be improved. If we need to expand the sample size of the status quo survey, further improve the intervention program, extend the implementation time of the intervention program, etc.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G615

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