The Outline of the National Medium-and Long-Term Education Reform and Development Plan puts forward the idea of "reforming the education quality evaluation and talent evaluation system. Improve the evaluation of education and teaching. According to the training goal and talent concept, establish scientific and diverse evaluation criteria. Carry out educational quality evaluation activities involving the government, schools, parents and all sectors of society. Make a good record of students' growth and improve the comprehensive quality evaluation. Explore a variety of evaluation methods to promote students' development and encourage students to be optimistic, independent, self-reliant and strive to become talents. " At the same time, it is proposed to "establish a scientific concept of talents and establish a scientific and socialized talent evaluation and discovery mechanism based on post responsibilities and oriented by virtue, ability and performance." Accordingly, the Outline puts forward new requirements for the development of educational evaluation from the perspectives of evaluation concepts, evaluation standards, evaluation subjects, evaluation methods and evaluation mechanisms, and requires all educational institutions to examine their own evaluation mechanisms and evaluation schemes from the above perspectives, and improve their own education evaluation mechanisms and models through practice and research to meet the new requirements of the state for the development of educational evaluation, which is also one of the backgrounds for our park to carry out this research.
Research trends:
In view of the above analysis, the author believes that the study of kindergarten education evaluation should focus on the following two aspects:
1, focusing on localization, localization and even kindergarten-based research. We should pay attention to localization, localization and even kindergarten-based research, so that advanced kindergarten education evaluation concepts can truly serve grass-roots kindergartens, and transform the relatively superior education evaluation index system into an operable index system that serves the practice of grass-roots kindergarten education evaluation.
2. Focus on the evaluation scheme and tools of the system. Construct evaluation schemes based on different theoretical schools, so that grass-roots kindergartens can choose and apply appropriate evaluation schemes to carry out evaluation practice according to their own characteristics and development level.
Research objectives:
1. Explore the problems and countermeasures in the practice of kindergarten education evaluation;
2. Construct a kindergarten-based evaluation scheme and verify its feasibility in practice;
3. Construct the operating mechanism of the garden-based evaluation scheme.
Research content:
(A) Reflection: problems in the practice of kindergarten education evaluation. Problems existing in the evaluation contents, methods, methods and standards of current kindergarten education evaluation.
(2) Exploration: Research on the evaluation scheme of the garden. The framework and content of the evaluation scheme for children's development, teachers' development and kindergarten-based curriculum.
(3) Construction: Study on the operating mechanism of the garden-based evaluation scheme. This paper discusses how to construct an operating mechanism to standardize kindergarten education evaluation activities and improve the efficiency of kindergarten education evaluation activities during the operation of education evaluation projects.
Research methods:
1, literature method. By using websites such as China HowNet and VIP.com, this paper analyzes and summarizes the past experience and shortcomings in the study of kindergarten education evaluation, so as to provide reference for this study and avoid detours in the research process.
2. Investigation methods. In the process of research, through interviews and surveys, we have a profound understanding of the following three aspects:
(1) The development of kindergarten education evaluation in the kindergarten where the interviewee or investigator is located;
(2) What difficulties do interviewees or investigators have in carrying out and participating in kindergarten education evaluation?
(3) The expected or ideal kindergarten education evaluation scheme or model of the interviewee or investigator.
3. Experimental methods. In the course of the study, there are differences in the setting methods of the observation record scale used for children's development evaluation, so the kindergarten adopts the comparative experiment method-two kindergartens use different observation record scales, and after half a year's implementation, the final scale style is determined through the feedback from teachers and parents.
4. Action research method. The research group tested the research results in practice, constantly improved and adjusted the research results through reflection and analysis, and the track of "practice reflection and perfection" was clear, accumulating a large number of first-hand research materials.
Introduction of project members:
Project leader: sarina, Mongolian kindergarten in Ejinhoro Banner, Erdos, Inner Mongolia, with teaching experience of 12 years. Award-winning situation: 20xx 10 won the second prize in Erdos Kindergarten Teachers' Basic Skills Competition; In 20xx, he was rated as the first-class outstanding teacher in the flag; 20xx 165438+ October is known as the teaching expert of Ejinhoro Banner.
Project member: Mandula, Na Ren, Mongolian kindergarten in Ejinhoro Banner, Erdos City, Inner Mongolia, with a teaching experience of 4 years; Wujimu, Mongolian kindergarten in Ejinhoro Banner, Erdos City, Inner Mongolia, with teaching experience of 13 years; Bayima, a Mongolian kindergarten in Ejinhoro Banner, Inner Mongolia, with a teaching experience of 9 years; Tegele is a Mongolian kindergarten in Ejinhoro Banner, Erdos City, Inner Mongolia, with a teaching experience of 5 years.
Research process:
(1) preparation stage: collect and analyze relevant information at home and abroad, and determine the research scheme, method and theoretical basis (20xx-20xx10);
(2) Implementation stage: adjust and improve the evaluation scheme, and construct the operation mechanism that forms the evaluation scheme (20XX 165438+20XX 10-August);
(3) Summary stage. Write a research report, summarize the research experience, show the research results and accept the evaluation of the results (September 20xx-September 20xx165438+1October).
Project research results:
Through more than one year's research and unremitting efforts, a school-based evaluation scheme for kindergarten education suitable for the characteristics and development needs of our school has been initially constructed. The program includes "evaluation of children's development", "evaluation of teachers' development" and "evaluation of kindergarten-based curriculum construction and implementation", and establishes the evaluation target system of children's development, the hierarchical evaluation index system of teachers and the evaluation index system of kindergarten-based curriculum, which provides a basis for kindergarten education evaluation. At the same time, it presupposes a variety of ways for different evaluation subjects to evaluate different evaluation objects at different times, and summarizes the operation modes, operation elements, operation precautions, concerns or operation strategies of different evaluation methods, so as to facilitate the evaluator to choose the appropriate evaluation methods according to the evaluation purposes and objects, and carry out educational evaluation practice with reference to the operation modes. More importantly, the evaluation operation mechanism of "hierarchical organization and multi-directional feedback" we have built has provided a guarantee for the organizational exchange of evaluation subjects and the feedback of information results in the evaluation process, avoiding the situation of unclear subjects, chaotic organization and poor feedback in the evaluation process, making the evaluation truly serve the development of kindergartens and improving the practical value of evaluation. On the other hand, in the evaluation process, we also summarized a large number of cases to confirm our evaluation concept and explain our evaluation methods, which provided an example for future generations' kindergarten education evaluation research and enhanced the practical value of the research. In the process of exploration and research, we also summed up a lot of research experience, trying to provide reference for other colleagues to carry out related research, making the research results more universal and creating conditions for the promotion of the research results.
Admittedly, there are still some shortcomings in the research process, but we believe that it will be the general trend of the research and practice of kindergarten education evaluation to form a kindergarten-based evaluation scheme from the perspective of "kindergarten-based". We will also continue to carry out more in-depth research in this field in the spirit of "sticking to the green hills and not relaxing" and make our own modest contribution to the theoretical construction and practical exploration of kindergarten-based evaluation.
Kindergarten curriculum teaching evaluation scheme II I. Evaluation purpose:
The core goal of preschool education is to cultivate children's good habits, and the specific carrier of its implementation is children's half-day and one-day activities. Through this activity, the teachers made clear the significance and function of each link of the half-day activity, fully explored and utilized the educational resources of half-day life, and established the concept of "one-day life education, all-time education", which was implemented in the half-day activity. Now, regarding the development of half-day activities in kindergartens, the quality evaluation scheme of activities is as follows:
Second, the evaluation basis:
Under the guidance of "Guiding Outline of Kindergarten Education (Trial)", arrange and organize kindergarten half-day activities scientifically and reasonably, establish good routines for children, gradually cultivate children's self-discipline ability and promote their personality development.
Third, the evaluation method:
1, kindergarten director and pacesetter minister attended the formal evaluation.
2. Excellent score is above 88, good score is 80-87, average score is 70-79, and competent score is below 70.
Four. Evaluation content and score setting: (see attached evaluation table)
Remind children to take part in simple labor, guide middle and large class children to do a good job on duty, and cultivate their sense of responsibility.
1. Create a relaxed and harmonious spiritual environment, respect children, establish an equal relationship with children, and adhere to positive education (3 points).
2. Make a scientific and reasonable plan for children's daily activities, and organically penetrate the goal of teaching protection into all aspects of children's daily life. Teachers organize various activities in an orderly way, allocate time scientifically and reasonably, and children do not wait passively. 5 points
3. Observe and understand children, pay attention to and grasp their needs in time, and make appropriate responses. 3 points
4. Prepare lessons for half a day and make full preparations before organizing various activities. 5 points
5. Create a safe, reasonable, clean and beautiful educational environment, pay attention to education and children's participation, and adapt to local conditions. 4 points
Morning check and morning exercise (15)
1. The teacher arrives at the post on time and prepares the equipment and venue for the children's morning check-up activities. In the morning, the rate of children coming to the park is 80% in the middle class and 70% in the small class. 3 points
2, organize children to carry out a variety of indoor and outdoor morning exercises, pay attention to the whole, take care of the individual, carefully guide and guide children to actively participate. 4 points
3, children pad sweat towel, according to the temperature and activity, remind children to wear clothes in time, do a good job of keeping warm. 3 points
4. The teachers are full of energy, and the demonstration movements are accurate, skilled and powerful. They face the whole, pay attention to the individual children, pay attention to mobilizing the overall mental outlook of children, and guide children to actively participate in morning exercises. The participation rate of middle and large classes is 90%, and that of small classes is 80%. 5 points
Collective education activities (15)
1, the activity goal is clear, specific, diverse and distinct, which meets the development level and needs of children. 2 points
2. The content of the activity is consistent with the theme, scientific and in line with children's age characteristics and experience level. Put an end to the tendency of primary school and deduct 2 points.
3, can effectively use a variety of educational forms and means to guide children to learn actively. 3 points
4. Teachers can communicate well with children, the language is attractive, there are no words that hurt children's performance, and they give classified guidance according to children's different development levels. 3 points
5. Cultivate children's good study habits. 2 points
6. Children are highly motivated, active in thinking and have a strong interest in learning. The participation rate of children exceeds 85%. 3 points
Outdoor game activities (15 points)
1. Teachers are familiar with the contents, organizational forms and rules of games, and can actively guide children to participate in games, with children as the main body of activities. 3 points
2. Create a reasonable outdoor game environment according to the age characteristics of children and the actual needs of games. 2 points
3, it can face all children, ensuring that every child has the opportunity to participate in game activities with high frequency and reduce passive waiting. 4 points
4, can consciously grasp the amount of exercise in the game, so that every child can exercise moderately, and the outdoor game activities in the half-day activities are not less than 1 hour. 4 points
Regional activities
(15)
1, the regional setting is reasonable, which is conducive to children's actions and operations. There are clear graphic signs and appropriate picture guidance in the regional environment. 2 points
2. The materials for regional activities are rich and varied, which can be replaced and supplemented in time according to the needs of theme activities, and a considerable number of self-made materials and semi-finished products are guaranteed. 2 points
3. Observe children's activities in various districts, give hierarchical and personalized guidance according to different needs, and track and record cases when necessary. 3 points
4. Respect children's wishes, encourage children to discuss independently, formulate rules, and guide children to record in an appropriate way. 3 points
5, guide children to clean, organize homework materials. 2 points
6. At the end of the activity, guide the children to have the necessary discussion and evaluation. 3 points
Life activities (10)
1, children drink plenty of water, and drink at least three times during half a day. 2 points
2. Teachers cooperate tacitly. Any activity of the child should be within the sight of the teacher, and pay attention to and remind the child of safety in time to avoid any safety accidents. 4 points
3. Cultivate children's good living habits, appropriately cultivate their self-care ability according to their age level and individual differences, remind children to take part in simple labor, guide children in middle and large classes to do a good job on duty, and cultivate their sense of responsibility. 2 points
4, can always pay attention to random education and regular education. 2 points
Other (10)
1, do a good job in creating a class environment, and the environment in the activity room is synchronized with the theme, showing the traces of children's theme exploration. 3 points
2. Teachers have a good overall mental outlook, dress neatly and uniformly, do not wear high heels, behave appropriately, and be a model. 2 points
3. The class teacher respects each other, cooperates tacitly, and works in an orderly way. 2 points
4. The class is clean and tidy, and the items in the activity room are put in order. 3 points