Curriculum evaluation refers to checking whether the objectives, compilation and implementation of the curriculum have reached the educational objectives and to what extent, so as to judge the effect of curriculum design and make decisions to improve the curriculum accordingly.
② Briefly describe the difference between formative average and summative evaluation of kindergarten curriculum.
The difference between formative evaluation and summative evaluation of kindergarten curriculum lies in: formative evaluation focuses on the causes of curriculum problems, while summative evaluation focuses on the degree of curriculum problems; The results of formative evaluation are mainly used for curriculum developers to improve the curriculum, and the results of summative evaluation are mainly used to provide basis for curriculum decision makers to formulate policies; Formative evaluation focuses on the improvement of curriculum plan, while summative evaluation focuses on evaluating the overall effect of curriculum plan.
③ Briefly describe the contents and principles of kindergarten curriculum evaluation.
The general principle of kindergarten curriculum evaluation should be conducive to giving play to the initiative, enthusiasm and research spirit of teachers, principals and curriculum decision makers to improve the curriculum. The concrete manifestations are as follows: (1) evaluation should be conducive to the improvement and development of the curriculum; (2) Teachers' subjectivity should be brought into play in the evaluation; (3) Evaluation should be beneficial to children's development.
④ The process of kindergarten curriculum evaluation is
The process of kindergarten curriculum evaluation can be roughly divided into the following five stages: 1. Determine the purpose, that is, the course evaluator should determine what he wants to evaluate, and then decide how to design the evaluation scheme. At this stage, the course evaluator should explain the purpose of the evaluation in detail, determine under what policies and restrictions to evaluate, and decide on what course scope (such as the whole course plan or a certain course field). ) and how to arrange the evaluation time ..., determine the evaluation degree after the decision is implemented, and so on. 2. Collect information. At this stage, curriculum evaluators should recognize the sources of information needed for evaluation and the methods, ways and means that can be used to collect these information. 3. organize the materials. At this stage, the course evaluator should encode, organize, store and extract the collected information, so that it can be effectively used for evaluation. 4. Analyze the materials. At this stage, the course evaluator should choose and use appropriate analytical techniques to explain the processed materials. 5. Report the results. According to the original intention of curriculum evaluation, curriculum evaluator should decide the nature of curriculum evaluation report, including the reading target of the report and the form of the report (formal or informal; Whether descriptive or based on data analysis. ) and other matters related to the report.
⑤ The content of kindergarten curriculum evaluation includes what and teachers' work.
The content of kindergarten curriculum evaluation includes teachers' teaching process and general management process, which is mainly because children of young children mainly study in games rather than teach knowledge.
⑥ What are the main models of kindergarten curriculum evaluation?
Kindergarten curriculum evaluation
Curriculum evaluation is a process of judging curriculum value.
Evaluate the value of the course,
Can diagnose the course,
Review class,
Compare the relative values of various courses,
Predict educational needs,
Or determine the purpose of the course.
The degree of realization of standards, etc.
First, the kindergarten curriculum evaluation elements
Kindergarten curriculum evaluation is aimed at the characteristics and components of kindergarten curriculum.
Analyze and judge kindergarten classes
The process of curriculum value is to evaluate the quantity and degree of changes caused by the influence of kindergarten curriculum.
( 1)
The role of kindergarten curriculum evaluation
The role of kindergarten curriculum evaluation has two aspects.
One is to meet the needs of teachers,
Curriculum professionals
Members,
The needs of kindergarten managers and other personnel responsible for curriculum development,
Through the course evaluation,
check
Test or improve the original kindergarten curriculum,
Or develop a new kindergarten curriculum;
The second is that it can satisfy.
Policy makers of early childhood education,
Kindergarten managers and other members of society get information about education.
In order to manage the course and make various decisions that affect the course.
Because of the diagnostic function of curriculum evaluation,
Therefore,
It can be used to find problems in the course in time.
On this basis, adjust and improve the curriculum to make the original kindergarten curriculum more perfect; Or from the root cause
In this reform process,
Develop and develop new kindergarten curriculum.
As a lesson preparation teacher,
Kindergarten curriculum
Professionals,
Preschool education administrators or other curriculum developers,
It is possible to pass the course evaluation
This process,
Improve the level of curriculum development,
Therefore, it is more conducive to the improvement of the original curriculum or the development of new courses.
Development.
On the level of curriculum management,
Kindergarten curriculum policy makers,
Early childhood education managers and
Other members of society need to get information about courses,
As an evaluation of kindergarten curriculum quality.
Or the basis for promotion.
Because of the evaluation function of curriculum evaluation,
Therefore,
By studying the various components in the course
And the relationship between them,
Or by comparing different courses,
The authenticity of the course
Evaluate the effect,
Whether the course is worth popularizing,
In what scope and how to promote it.
Open.
Kindergarten curriculum evaluation can be used to
three
Aspects:
The first is the evaluation of the curriculum plan itself;
The second is
Evaluation of the course implementation process;
The third is the evaluation of the course effect.
Every evaluation of kindergarten curriculum
May have something to do with this matter
three
In this respect, but its focus is different.
Evaluation of the curriculum plan itself,
Mainly to investigate and evaluate the basic concepts of kindergarten curriculum.
And whether the main value orientation emphasized is consistent with the social and cultural background where the kindergarten is located,
Is it related to children?
The actual situation of kindergarten education is consistent;
Investigate and evaluate kindergarten curriculum objectives,
Content,
Methodology and assessment course.
Whether the various components of the curriculum form a coordinated whole under the integration of curriculum concepts,
And give full play to its integrity
Function.
The evaluation of the course implementation process is mainly to investigate and evaluate many dynamic factors in the course implementation process.
Sue,
Such as the quality of teacher-student interaction,
The attitudes and behaviors of children and teachers in the course of curriculum operation,
Kindergarten ring
The creation and utilization of the environment, as well as the relationship between various factors in dynamic changes, and so on.
The evaluation of curriculum effect is also an important function of curriculum evaluation.
Course effect,
Some are dominant,
Some are hidden;
Some are persistent,
Some are temporary;
Some of them are expected,
A little unexpected.
The investigation and evaluation of the course effect will involve what is the effect and how to measure it.
(2)
Kindergarten curriculum evaluator
Who will bear the kindergarten curriculum evaluation personnel,
According to the purpose of curriculum evaluation,
Type,
Valuation officer
Factors such as the interest relationship with the assessed. For example, if the purpose of course evaluation is summative (e.g.
The education administrative department reports on the development of the curriculum and determines the quality of the curriculum. )
And then the course evaluator.
It should be selected from those who are not limited and influenced by the evaluation object and have evaluation knowledge and experience;
If the class
The purpose of process evaluation is to form.
(For example:
Provide guidance for curriculum development and improvement,
Discovery course implementation
Problems existing in other aspects. )
, then the curriculum evaluation personnel should learn from those who are close to the evaluation object and have evaluation knowledge and
Experienced people to choose.
(3)
Criteria and indicators of kindergarten curriculum evaluation
When evaluating courses,
Need to be able to measure curriculum design,
The scale of curriculum implementation and the effect of curriculum.
Curriculum evaluation standard is the scale of this measurement, and evaluation index is the concretization of evaluation standard.
In a general sense,
Curriculum evaluation should be objective,
Justice and standardization,
Standards and methods of curriculum evaluation
Indicators should also be standardized.
But,
Curriculum evaluation is extremely complicated,
Is to judge the value of the course,
Values are relative,
Different values will make different judgments on the same course.
So,
never
Starting from the same value,
Different evaluation standards and indicators can be used as the scale of curriculum evaluation;
Yes or no
For the purpose of ...
Curriculum evaluation made in different ways will also use different evaluation standards and indicators as courses.
Cheng evaluation scale.
For example,
When evaluating the effect of kindergarten curriculum designed by target mode,
Usually determined by the course.
Taking the behavior goal of the curriculum as the curriculum evaluation index,
The goal of these courses are behavioral and specific,
From the last one
Level 1 indicators to the next level indicators,
Multi-level indicators constitute a complete index system,
What is correct in the course objectives?
Many concrete and observable behaviors are indicators to evaluate the effect of this course.
Another example is that,
When evaluating the effects of thematic activities based on children's experiences,
Evaluation refers to
The bid won't be very specific,
Usually anonymous,
Let some evaluators, according to their experience,
use
Grading method,
Evaluate the importance of each factor in the evaluation index,
And processing,
Take this as a comment.
The basis for evaluating the effect of this course.
When evaluating the implementation of activities on the same theme,
You can evaluate it in the course.
Under the guidance of price experts, teachers are the main body of evaluation, including kindergarten directors, other teachers and parents.
Personnel involved in the assessment,
Analysis,
Find and solve problems in curriculum implementation,
So that the implementation of the course can be changed.
Enter.
Xiang Zongping
(
1995
)
According to the causality model and the analysis of related factors,
Put forward to the educational process
Some indicators of production line evaluation:
1
Teachers' arrangement of children's activities:
(
1
) the proportion of time that children use toy materials during non-meal time;
(
2
Let children choose their own toy materials and operation contents as the proportion of study and play time;
(
three
) the proportion of partner communication time to non-meal time;
(
four
) the proportion of quiet, discipline and waiting time in non-meal time;
(
five
) The ratio of learning and playing time to non-meal time in non-preschool skills;
(
six
) the proportion of free time without purpose, materials and teachers' differences in non-meal time.
2
, teacher behavior:
(
1
) during the day's activities, the teacher is kind and gentle to the children and respects the children's personality attitude and language;
(
2
) The frequency of teachers listening to children and paying attention to the changes of children's emotions and attitudes;
(
three
) the evaluation frequency of teachers' positive evaluation of children;
(
four
The frequency of teachers' participation in children's learning and play;
(
five
Teachers' behavior orientation towards each child;
(
six
) the proportion of time when the teacher is completely out of children's activities during non-meal time.
three
Enthusiasm for children's activities:
(
1
The frequency of children's verbal accompaniment in the park;
(
2
) the frequency of children's partner communication in the park;
(
three
The frequency of children fooling around in the park. She believes that using these indicators,
"
Enable evaluation
The direction of improvement is consistent with the direction of promoting children's development.
"
Second,
Orientation of kindergarten curriculum evaluation
When evaluating the kindergarten curriculum,
It is bound to show some basic orientations,
Reflect curriculum evaluation
Price recipients are concerned about the value of kindergarten curriculum.
In kindergarten curriculum evaluation, the most common orientations are formative evaluation and summative evaluation.
Formative evaluation is a process evaluation,
The purpose of this paper is to classify the materials obtained in the course of curriculum development.
Analysis and judgment,
Adjust and improve the curriculum plan,
Let the emerging courses be more perfect.
Formative assessment may
In the course design stage and early experimental stage,
Through evaluation,
Enable course designers and compilers to access
Turn off information,
In the discussion of educational theory,
The conception of curriculum framework,
Problems and diagnosis in the establishment of educational goals.
If there are problems, correct them in time; Formative evaluation can be carried out in the course implementation stage, through evaluation, inspection class
The effectiveness of the process in implementation,
Gradual revision or reform,
Gradually determine the curriculum;
Formative evaluation can also be used to
During the course promotion,
Through evaluation,
Thus, the demonstration and promotion process of the course is improved due to adjustment and consolidation.
Meet the educational practice of curriculum adopters.
Summative evaluation is a kind of result evaluation, which aims to evaluate the effect of the course implementation.
To verify the success and promotion value of the course.
But,
In the process of kindergarten curriculum evaluation,
Formative evaluation and summative evaluation are either one or the other.
Yes,
For example,
In the formative evaluation process of curriculum development,
Can include a certain stage of education.
Summative evaluation of short-term effect evaluation;
In the summative evaluation of the course effect,
Also possible
Including some formative evaluation, as a reference for curriculum judgment and decision-making.
Third, kindergarten curriculum evaluation model
In the kindergarten curriculum evaluation,
There are many evaluation models and methods to choose from.
Such as target evaluation mode,
Background, input, process, performance evaluation model, appearance evaluation model, purpose deviation evaluation model, and gap evaluation.
Price model, and so on.
(A) target evaluation model
The target evaluation model is mainly based on Taylor's
"
Evaluation principle
"
and
"
Curriculum principles
"
Formed on the basis of.
Taylor's
"
Evaluation principle
"
Is goal-centered, can be roughly divided into
seven
Steps:
(
1
) determine the goal;
(
2
) define goals according to behavior and content;
(
three
) determine the use of the target;
(
four
) design the presentation of the situation;
(
five
) design the way to obtain records;
(
six
) determine the unit of measurement used in the evaluation;
(
seven
) Design the method of obtaining representative samples.
The main focus of objective evaluation mode is to determine the relationship between the objectives of curriculum presupposition and the results of curriculum implementation.
Fit.
The target evaluation model emphasizes that evaluation should start with the target,
Therefore,
Clear objectives are the focus of curriculum evaluation.
Want a ring,
Because this is the basic guarantee for curriculum evaluators to understand the actual realization degree of curriculum objectives.
Secondly,
In order to determine the situation of curriculum evaluation,
Give children the opportunity to show the behavior pointed by the curriculum goals.
Third,
target
The evaluation model also emphasizes the tools and means of evaluation.
Because they directly affect the reliability and effectiveness of the evaluation results.
Degree.
The objective evaluation model occupies a dominant position in curriculum evaluation because of its simple operation, directness and effectiveness.
But,
The objective evaluation model emphasizes the expected curriculum objectives,
And relatively ignore the premise and process of curriculum implementation.
⑦ Can analyze the evaluation index (kindergarten curriculum) contained in a good teaching activity according to the actual situation.
(A) the external evaluation of collective teaching activities in kindergartens.
1. The role of external evaluation in kindergarten collective teaching activities
2. External evaluation methods of collective teaching activities in kindergartens
3. Standards and indicators for external evaluation of collective teaching activities in kindergartens
(B) Reflection on collective teaching activities in kindergartens
1. Significance and role of reflection on collective teaching activities in kindergartens
2. The content of reflection on collective teaching activities in kindergartens
What are the contents of kindergarten curriculum evaluation?
First, the form of classroom observation
1. Leaders and teachers come to the classroom at any time to evaluate their teaching situation.
2. Each teacher holds an open class once a month, taking the village primary school as the unit and the central primary school as the teaching and research group for learning and evaluation.
3. Each semester, outstanding teachers from different disciplines are selected to participate in observation classes, and primary school teachers in the town participate in lectures and evaluation. Teachers attending the lecture carefully fill in the communication at the meeting to improve teachers' ability and level.
Two. appraisal procedure
1. The evaluation is conducted by combining self-evaluation with other evaluations, emphasizing mutual respect and equal cooperation between the evaluator and the evaluated object.
2. Implement multi-directional evaluation. In addition to leaders and professionals, peer participation is emphasized, and parents and students can be involved if possible to fully understand all kinds of information.
3. There are various evaluation methods, such as discussion, interview, observation, questionnaire and test.
4. Evaluation should not only evaluate teaching, but also evaluate learning, not only focusing on results, but also focusing on process.
5. Evaluation should not only diagnose the current situation, but also pay attention to improvement and development, and put forward feasible improvement suggestions to achieve the purpose of promoting development.
6. After listening to the teacher's evaluation, the teacher who leaves the open class should write a teaching reflection and hand it over to the competent leader within two days.
Three. Evaluation principle
1 principle of objectivity
Evaluation criteria should be objective, not arbitrary.
Students should be evaluated objectively, without contingency.
The evaluation attitude should be objective, not subjective.
2 the principle of wholeness