The choice of evaluation means affects the evaluation effect, and the establishment of evaluation dimension is extremely important. It should be based on the principle of embodying children's standard and take children's performance as the core of evaluation. Here, the author provides the following key dimensions for reference.
1. Children's emotions. This dimension mainly includes children's emotional performance and personality quality. Through on-the-spot observation, whether the teacher correctly guides the children to realize emotional experience, whether the children reasonably express their personality characteristics, and whether the teacher's guidance and correction are wise and appropriate.
Case: In an activity, the teacher designed a competition of "Little Frogs Catch Insects", and the children jumped and shouted "Come on! Come on! " When the last child jumped, the other children didn't "come on! Come on! " Shouting, but twittering at him. At this point, the teacher said, "Come on, let's cheer for him!" " "The teacher shouted" Come on "with the other children. After he jumped to the finish line, the teacher said, "Although he was the last one to finish, his jumping movements were very standardized and he insisted on jumping back. Everyone should learn from him the spirit of hard work and never giving up, and should encourage him with applause. "In this case, the teacher's timely handling is very appropriate, which not only protects the child's self-esteem, but also gives appropriate positive guidance to other children, so that children can gain emotional experience.
2. Children's creativity. This dimension mainly evaluates teachers' ability to guide children's creativity. To cultivate children's creativity, we must first protect and cultivate children's imagination.
Case: In an activity, the teacher said, "If you were asked to give a gift to the little match girl, what gift would you give?" The children said in unison, "Send the car." The teacher asked, "Is it realistic to send a car?" The children said, "Send flowers." The teacher asked, "Why send flowers? You can neither eat nor wear. " Then someone smiled and said, "Send the plane." The teacher retorted, "Can you afford a plane?" ...... In this case, the children used their rich imagination and said the gifts they wanted to give according to their own imagination, but none of them were the answers the teacher wanted. Teachers ruthlessly suppress children's imagination, autonomy and good feelings in order to get their own preset answers.
3. Children's cooperation ability. This dimension mainly depends on whether teachers guide children to communicate and cooperate with their partners, which is an important aspect of cultivating children's social development.
Case: In a doll's house game, children actively play the role of parents, but the role of "baby" is unwilling to play. This time, the teacher didn't force any children to play, but said, "Who are there in our family?" "There is a father, a mother (grandmother, grandfather), and me." The children answered noisily. The teacher added, "So, if there is no baby, will the family be all?" "Not all." The children answered. At this time, the teacher said to the three children who were role-playing: "If no one plays the baby, then the family will be incomplete!" Our game can't be done! " In this way, the three children began to play the role of "baby" again. The teacher went on to say, "children, if we do things together, should we all do them actively, otherwise the task will not be completed." Here, the teacher's guidance is very wise, so that children can gain experience of being good at cooperating to complete tasks.
4. Children's skills. This dimension mainly evaluates teachers' ability to help children match and use activity materials reasonably, which is an aspect of cultivating children's practical ability and life skills.
Case: When building a bridge with building blocks and cardboard, a group of bridges always collapse. After the teacher found it, let them recall the bridges they had seen together, and then take out pictures of various bridges to remind them to focus on the structure of piers and compare them with their own works. Finally, a child said, "the pier of the bridge is very strong, like a wall." We can't use cardboard as the pier of this bridge. The cardboard is too soft, and the building blocks will definitely work. " In this case, the teacher did not give up the failure of this group of children's works, but intervened in the guidance, so that the children used the materials reasonably and improved their practical ability.
Kindergartens can establish different evaluation dimensions according to their own reality, and then refine them into specific quantitative standards, such as "building skills, spatial perception, spatial imagination, skill transfer, activity cooperation" and other evaluation standards in the dimension of "children's skills".
As an integral part of kindergarten curriculum, regional activities should be treated equally with teaching activities. It is an effective way to implement the requirements of five areas of early childhood education, which is of great significance to implement the educational concept of children-oriented, change the tendency of early childhood education to be primary, stimulate children's creativity and give play to children's subjectivity. Giving full play to the role of regional activity evaluation is a means to ensure the healthy, sustained and effective development of this work. Kindergarten managers should pay special attention to the evaluation management of regional activities, and design, organize and implement every link of evaluation to ensure the healthy development of regional activities.