幼儿园科学集体活动中教师的评价行为研究

发布时间：2018-04-24 20:34

本文选题：幼儿园 + 集体活动　；参考：《南京师范大学》2017年硕士论文

【摘要】：评价是幼儿园课程实施不可忽略的重要环节。一方面,评价有助于教师有意识地把握幼儿的整体发展水平,从而更有针对性地组织后续活动;另一方面,评价有助于幼儿对所获得的关键经验进行提炼和总结,增强其学习动机与学习兴趣。幼儿园科学集体活动注重幼儿科学探究能力和科学精神的培养,尤其需要教师对幼儿的行为或表现进行提炼、总结,以鼓励其掌握相应的能力、形成相应的情感态度。因此,幼儿园科学集体活动中的评价十分重要。为了解幼儿园科学集体活动中教师的评价行为,本研究采用方便取样和目的取样相结合的方法,在N市N园中选取W、X、Y、Z四位处于不同专业发展阶段的教师作为研究对象,运用观察法和访谈法,对教师组织的科学集体活动进行非参与式观察,并在活动结束后及时进行访谈。研究发现:四位教师评价行为的共同优点为普遍存在隐性评价行为且显性评价行为绝大多数是具体评价行为,共同不足之处为评价方式以言语为主、过于单一,忽视幼儿学习品质的培养;Z教师的评价行为较为关注幼儿的学习行为且阐释性评价较多,W、X、Y教师的评价行为则过于关注课堂常规,忽视幼儿的学习行为。此外,四位教师的评价行为受到幼儿园科学集体活动自身特点、教师活动设计与组织的合理性、教师对于幼儿园科学教育和评价认知程度、教师所处专业发展阶段以及教师个人风格的影响。最后,研究者针对不同专业发展阶段教师评价行为的不足之处,尝试提出了可行性建议,期望一线教师能在四位教师的评价行为中寻找到自身评价行为的对照,有针对性地进行调整和改进,以促进其科学活动中组织评价能力的提升。
[Abstract]:Evaluation is an important link in the implementation of kindergarten curriculum. On the one hand, evaluation helps teachers to consciously grasp the overall level of development of young children, thus organizing follow-up activities more pertinently; on the other hand, evaluation helps young children to refine and summarize the key experiences they have gained. Enhance their learning motivation and interest. The collective activity of kindergarten science pays attention to the cultivation of scientific inquiry ability and scientific spirit of young children, especially teachers should refine and summarize the behavior or performance of children in order to encourage them to master the corresponding ability and form the corresponding emotional attitude. Therefore, the evaluation of kindergarten scientific collective activities is very important. In order to understand the evaluation behavior of teachers in scientific collective activities in kindergartens, this study adopted the method of convenient sampling and objective sampling, and selected four teachers in N City N Garden who were in different stages of professional development as the research objects. By means of observation and interview, the scientific collective activities organized by teachers were observed in a non-participatory manner, and interviews were conducted in time after the activities. The study found that the common advantage of the four teachers' evaluation behavior is that the implicit evaluation behavior exists generally and the dominant evaluation behavior is the concrete evaluation behavior. The common deficiency is that the evaluation method is mainly verbal and too single. The evaluation behavior of teachers who ignore the learning quality of children pays more attention to the learning behavior of children, and the evaluation behavior of teachers with explanatory evaluation pays too much attention to the classroom routine and neglects the learning behavior of children. In addition, the evaluation behavior of the four teachers is characterized by the collective activities of kindergarten science, the rationality of the design and organization of teachers' activities, the teachers' cognition of scientific education and evaluation of kindergartens. Teachers in the professional development stage and the impact of the teacher's personal style. Finally, according to the deficiencies of teachers' evaluation behavior in different stages of professional development, the researcher tries to put forward some feasible suggestions, hoping that the first-line teachers can find a comparison of their own evaluation behavior in the evaluation behavior of four teachers. Adjust and improve it in order to promote the ability of organization evaluation in its scientific activities.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.3

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