摘要
评价理论起源于人际意义理论,其原初就含有关注不同主体、情感交流以及语言互动的内涵。幼儿评价是评估幼儿、促进幼儿不断发展的重要手段,也是幼儿教师必须具备的专业能力。当前在幼儿教师中仍存在评价态度固化失衡、评价知识模糊固定和评价技能机械单一等现象,导致对幼儿的评价过程与评价理论的原初意蕴有所矛盾,在关注人的主体价值的现象学中对原意识的反思态度、构造“他我”的方法、意识的关系属性以及还原事物本质的方法可以为构建幼儿评价态度、评价知识和评价技能三个方面提供理论指导,提升幼儿教师的整体评价素养。
Evaluation theory was originated from the theory of interpersonal meaning,which originally contained the connotation of focusing on different subjects,emotional communication,and language interaction.Early childhood evaluation is an important means to evaluate young children and promote the continuous development of young children,and it is also a professional ability that preschool teachers must have,but there is a solidified and unbalanced evaluation attitude,vague and fixed evaluation knowledge and mechanical single evaluation skills in preschool teachers,which makes the evaluation process of young children contradict the original meaning of evaluation theory,and the reflective attitude to the original consciousness,the method of constructing the“other and self”,the relationship attribute of consciousness and the method of restoring the essence of things in the phenomenology that focuses on the subject value of human beings can provide theoretical guidance for building young children s evaluation attitudes,knowledge,and skills so as to improve the overall evaluation literacy of preschool teachers.
作者
董晓鸽
赵海燕
Dong Xiaoge;Zhao Haiyan(Huzhou University,Huzhou 313000,China)
出处
《林区教学》
2023年第12期119-124,共6页
Teaching of Forestry Region
关键词
幼儿评价理论
现象学
评价态度
评价知识
评价技能
early childhood evaluation theory
phenomenology
evaluation attitudes
evaluation knowledge
evaluation skills
