合理利用表现性评价促进幼儿发展  

On Rational Use of Performance Assessment to Promote Children’s Development

作　　者：李新颜[1] 刘肖岑[1] Li Xinyan Liu Xiaocen(College of Preschool Education, Capital Normal University , Beijing, 100048)

机构地区：[1]首都师范大学学前教育学院

出　　处：《幼儿教育（教育科学）》2016年第12期3-5,共3页Early Childhood Education(Educational Sciences)

摘　　要：为发展而评价，对发展进行评价是当今教育评价的主流趋势。表现性评价作为教育评价方式的一种，与其他评价方式相比，具有真实性、情景性和灵活性等特点。然而，幼儿园教师在实施表现性评价时易产生一些问题，如对评价主体的认知有所偏差；对评价方法的运用不够熟练；评价重结果轻过程；日常评价聚焦不够，存在表面化现象等。研究者据此提出，为合理运用表现性评价促进幼儿发展，教师应注重幼儿的主体性评价、综合性评价、过程性评价以及关注日常评价行为的质量，此外，还应慎用否定性评价。Evaluating in order to develop and evaluating the development is the main trend in education assessment. As an education assessing method, performance assessment is real, situational, and flexible. However, when performance assessment is implemented in kindergarten, it is natural that some problems may arise, like the faulty ideas, insufficient practice of the as- sessing method, valuing the results rather than the process, unfocused daily assessment, and superficial daffy evaluation behavior. The authors, therefore, suggest that teachers should pay attention to subjective evaluation, comprehemive evaluation, process evaluation and the quality of daffy evaluation of behavior. And teachers should be very cautious in using negative assessment.

关 键 词：表现性评价 评价 幼儿 发展 

分 类 号：G612[文化科学—学前教育学]