Evaluation should naturally accompany the whole educational process. According to the purpose and content of evaluation, we should adopt various methods such as observation, conversation, testing, job analysis, investigation and file analysis. The methods of kindergarten curriculum evaluation are mainly divided into two categories: quantitative evaluation method and qualitative evaluation method.

(1) quantitative evaluation

Also known as quantitative evaluation method, it is a method to describe and explain educational phenomena and curriculum practice with figures and measurements, and then infer the effectiveness of evaluation objects from quantity and comparison. The advantage of quantitative evaluation is that it is easy to control and operate, and the result is convenient for teaching. Quantitative evaluation helps to improve the accuracy and objectivity of evaluation and clearly classify the evaluation objects.

(2) Qualitative evaluation

Qualitative evaluation method, also known as qualitative evaluation method, is "trying to make a natural investigation, fully prompting and describing the various characteristics of the evaluation object, so as to show its significance and promote understanding". At present, the main qualitative evaluation methods used in kindergartens are observation records, portfolio evaluation and interviews.

Evaluation principle

The evaluation of kindergarten Chinese education activities is a relatively microscopic and true evaluation, which has a closer relationship with teachers and a more direct impact on teachers. Therefore, kindergarten teachers should directly participate in the evaluation of kindergarten language education activities. In this way, teachers can timely understand the shortcomings in the process of activity design and organization and implementation, explore improvement methods, and continuously improve the ability of Chinese education activity design and organization and implementation; On the other hand, it can ensure the depth, humanity and comprehensiveness of the evaluation and avoid the opposition between the evaluator and the evaluated in the evaluation process.

1. The evaluation of educational activities must adopt an objective and realistic attitude, and can't be subjective or mixed with personal feelings.

2. The principle of comprehensiveness. Comprehensive evaluation of all elements of language education activities.

3. Reference principle. The reference principle means that the evaluation criteria should be based.