摘要
本研究采用对比组前后测实验设计的方法,结合行动研究法和观察法,对8名实验组教师的日常评价行为进行了实验转化。实验结果验证了转化方案可以提升幼儿园教师积极评价、具体评价、客观评价等良性评价行为发生频次的假设;部分验证了转化方案能够提高积极言语评价的情感投入,增加私下评价、近距离评价和个体评价发生频次的假设。转化幼儿园教师的不良日常评价行为必须首先转变其观念,明确日常评价行为的功能和价值;其次应掌握具体的评价方法和每种评价方法转变的关键节点。
Combined with the method of action research and observation, the research adopted the method of pre-post test to convert the daily performance of eight teachers into experimental data. The result supported the hypothesis that the transformation program can increase the frequency of teachers' positive appraisal, such as specific appraisal and objective appraisal. To some degree, the result verified the another hypothesis that the transformation program can increase teachers' emotional input in positive verbal appraisal and the frequency of private appraisal, face to face appraisal and individual appraisal. To transform kindergarten teachers' daily appraisal, teachers should first change their views of assessment and then master appropriate appraisal methods.
出处
《学前教育研究》
CSSCI
北大核心
2015年第8期54-59,共6页
Studies in Early Childhood Education
基金
教育部人文社科课题"教师不良日常评价行为的转化及其机制研究"(编号:12YJA880150)
关键词
教育评价
教师评价
日常评价行为
education assessment, teachers' assessment on children, daily appraisal behavior