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 them. 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.
Principle of objectivity. The evaluation of educational activities must adopt an objective and realistic attitude, and should not be subjective or mixed with personal feelings. This is the most basic principle of educational evaluation. First of all, the evaluator must evaluate according to objective evaluation criteria. Once the evaluation criteria are determined, they cannot be changed at will. Secondly, the standard should be suitable for every evaluation object, otherwise it cannot be called an objective standard. Thirdly, we should treat each evaluation object objectively and fairly, and the evaluation results should not be biased because of personal likes and dislikes.
② Comprehensive principle. Comprehensive evaluation of all elements of language education activities: not only the process and result of children's language learning behavior changes in the process of activities, but also the organizational behavior of teachers in educational activities; We should not only evaluate the choice and utilization of teaching AIDS and learning tools in the process of educational activities, but also evaluate the verbal and emotional interaction between teachers and students; It is necessary to evaluate both the static activity elements and the dynamic activity process.
③ Reference principle. The reference principle means that the evaluation criteria should be based. The formulation of the evaluation standard of language education activities in kindergartens should first be based on the documents of relevant national laws and regulations, which is the fundamental basis for determining the evaluation standard of language education activities; Secondly, according to the basic law of children's language development, appropriate regulations should be made according to the level of children at all ages, and the standards should not be raised or lowered at will; Thirdly, we should follow the goal of Chinese education activities, which is not only a guide for the organization and implementation of educational activities, but also a guide and reference for the evaluation of educational activities. In the process of evaluation, it is not appropriate to set another standard that is divorced from the target.
The evaluation content 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.
The evaluation of children's language learning behavior is different from that of children's language development. It does not simply take children's mastery of a certain pronunciation, words or sentences as the main evaluation content, but focuses on the process and results of language learning behavior changes. The evaluation of children's language learning behavior can help evaluators understand the language learning situation and some shortcomings in language development in an activity, provide scientific basis for adjusting educational plans and measures, make them move towards the predetermined educational or development goals and finally achieve them, and also create good educational opportunities and environments for children of different levels, so as to provide a fundamental guarantee for their further development at the original level. The evaluation of children's language learning behavior includes the following items:
① Children's enthusiasm for participating in activities. The evaluation of children's enthusiasm for participating in activities is mainly used to examine children's emotions in participating in activities, which can be analyzed from children's interest and attention in participating in activities. Understand whether children have strong interest and strong learning motivation in the content and form of activities, whether they are willing to raise their hands to answer teachers' questions, whether children are focused, the degree and persistence of their concentration, whether children's emotions are high, and whether the activity atmosphere is active. The evaluation of children's interest in participating in activities can be divided into three levels: active participation, general participation and non-participation, and the evaluation of children's attention in language education activities can be divided into three levels: lack of concentration most of the time, partial concentration and no concentration at all.
(2) Children's completion of language learning tasks in activities. These tasks are directly transformed from specific activity objectives and can be analyzed from three aspects. First, understand whether the child has acquired the language knowledge specified in the goal, whether he has mastered the relevant vocabulary and sentence patterns, and whether he knows in what language environment to use these vocabulary and sentence patterns. Secondly, it is necessary to know whether children have formed an attitude of patiently listening to others, whether they are willing to tell their own experiences or pictures in front of groups, and whether they understand and abide by the general rules in language communication. Third, understand the ability of children to make sentences and use language in specific situations, whether they can use relevant vocabulary, grammar and intonation according to the language situation in the activity, and whether they can clearly express their meaning in coherent sentences. The evaluation of children's language learning tasks in activities can be divided into three levels: successful completion, basic completion and unfinished.
③ Children's independent opinions in activities. It is used to investigate children's understanding of the objectives and requirements of activities, and the interaction between their unique life and learning experiences and language learning tasks in activities. It is necessary to list the specific language behaviors of a child that are different from other children, such as "saying that music candy is interesting and can make sounds" and "it can also be used to kill scary caterpillars".
④ The performance of children's creative use of language in activities. This paper mainly analyzes children's creative application of language structure and their creative performance in operation and imagination. List the content of children's behavior, such as "using sentence patterns" because ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… These four aspects are different and interrelated, which together constitute the main content of children's language learning behavior evaluation in language education activities. These contents are constructed according to the goals of kindergarten language education activities and language development, and they reflect the factors that affect children's language learning effect in language education activities.
Teacher behavior evaluation is a direct evaluation of the effect of teachers' designing and organizing specific educational activities. Although the evaluation of children's language learning behavior in activities can reflect the quality of teachers' design and organization of educational activities to a certain extent, it can't fully reflect the quality of every educational activity. Therefore, to evaluate the effect of each educational activity scientifically and accurately, we should not only evaluate children's language learning behavior in activities, but also evaluate teachers' behavior in language education activities. The evaluation of teachers' behavior in Chinese education activities focuses on providing teachers with ideas to analyze and judge the design and organization of educational activities, so that teachers can better understand their own activity design and organization, and improve their self-regulation ability on the basis of constantly understanding and grasping the design and organization requirements of various Chinese education activities. The evaluation of teachers' behavior in Chinese education activities mainly involves objectives, contents, organizational methods and forms, the use of teaching guidance materials and the interaction between teachers and children. Specifically, it includes the following items.
(1) The degree of realization of the goal. Language education activities aim to provide children with language learning opportunities purposefully and systematically, and have clear educational goals. Various types of language education activities contain different language education objectives and play an important role in promoting children's language to gradually develop into a complete language. The goal of language education activities is the focus of designing and organizing educational activities, and it is also the primary aspect of evaluating language activities. Generally speaking, the evaluation of the achievement of Chinese education activities can be divided into three categories: cognition, emotion and ability. The evaluation of the realization of the goals of language education activities can be divided into three levels: complete realization, basic realization and unrealized. The project is intrinsically related to the completion of children's learning tasks, but the latter is to evaluate the performance of individual children in activities, while the former needs to evaluate the whole class of children, which depends on the completion of language learning tasks by all or most children.