幼儿教师日常教学评价行为的现状及存在的问题  

The Study on the Current Situation and Problems of the Daily Teaching Appraisal Behavior of Kindergarten Teachers

作　　者：叶平枝[1] 

机构地区：[1]广州大学教育学院,广州510006

出　　处：《学前教育研究》2010年第6期19-24,共6页Studies in Early Childhood Education

基　　金：全国教育科学"十一五"规划教育部重点课题"促进幼儿自我概念发展的教师评价行为研究"(课题编号:DFA90192)的阶段性研究成果

摘　　要：本研究采用事件观察法,观察了22名幼儿教师的日常教学评价行为,结果发现:(1)在教师日常教学评价行为中,以否定性评价为主,在肯定性和否定性评价行为中,均以言语性评价为主;(2)教师的评价行为以"严肃""训斥""真棒""反问""微笑""皱眉"等较为简单、表面的评价居多;(3)大多数教师的个体评价对象比较固定;(4)评价的情感投入不到50%;(5)教师的评价行为基本是当众且远距离的。这一研究结果反映了幼儿教师日常教学评价行为存在的问题主要包括教师的评价忽视幼儿自我和个性的发展,趋向于简单化表面化,可能存在"评价偏见"以及情感投入不足等。By the method of teachers was observed. The study daily teaching appraisal behavior, event inspection, the daily teaching appraisal behavior of 22 kindergarten has indicated that： （1） the negativity and speech evaluation is dominant in appraisal gets the advantage in the affirmative and negativity appraisal behavior; （2） the simpler and superficial appraisal behavior of the teachers are in the majority; （3） most teachers individual appraisal objects are quite fixed; （4） teachers＇ emotional investment is less than 50%; （5） the most appraisal behavior is in public and in long-distance range. Based on these studies, the daily teaching appraisal behavior of kindergarten teachers may have four problems： neglecting to the preschool children＇s self and individuality development, the simplified and surfacing appraisal behavior, the appraisal prejudice and the insufficiency investment of emotion.

关 键 词：幼儿园教学 教学评价行为 非正式评价 

分 类 号：G615[文化科学—学前教育学]