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.

Second, the evaluation content

It mainly includes two aspects: one is the evaluation of children's language learning behavior, and the other is the evaluation of teachers' design and organization in language education activities.

1. The evaluation of children's language learning behavior includes the following items:

① Children's enthusiasm for participating in activities.

② These tasks are directly transformed from specific activity objectives.

③ Children's independent opinions in activities.

④ The performance of children's creative use of language in activities.

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