Research paper on evaluation of preschool teachers' professional growth 1
On the Evaluation of Preschool Teachers' Professional Growth
Paper Keywords: preschool teachers; Principles of professional growth; Professional growth content; Career growth problem
Abstract: Kindergarten teacher evaluation is closely related to professional development. The direction and level of kindergarten teachers' professional development depends on the scientific and effective evaluation of kindergarten teachers, and the content and method of evaluation are also restricted by the level of teachers' professional development. At different stages of professional development, the contents and methods of evaluation should be different.
The specialization of preschool teachers refers to the process and result of improving the professional level of preschool teachers, which is an important aspect in the process of teachers' growth and development. At present, there are still many misunderstandings in the professional evaluation of preschool teachers in practice, which are mainly reflected in the fact that the evaluation pays attention to the results and ignores the process; Evaluation is not combined with teachers' professional growth; The evaluation method is mainly based on the evaluation of managers or administrators, and teachers are in a passive evaluation position; The content standard of evaluation is too unified, which does not take into account the needs of different teachers' professional development levels and lacks pertinence. How to change the problems of teachers' passive evaluation, evaluation serving for selection and management, and evaluation divorced from teachers' educational practice, so that teachers can work more happily, grow confidently and realize their self-worth in the best position, and make evaluation a platform for teachers' professional growth, is an urgent and important research topic in early childhood education reform.
First, the principles of preschool teachers' evaluation and professional growth
On the basis of action research such as investigation and case tracking, the principles of demand, practicality, assistance, authenticity and scientific development of preschool teachers' professional growth are established.
1. Demand principle
The principle of demand means that the starting point of preschool teachers' professional growth evaluation is to understand and meet teachers' evaluation and growth needs, and to give different guidance according to teachers' different growth needs. The purpose of preschool teachers' evaluation is to effectively promote teachers' professional growth, which has strong professional autonomy. In the questionnaire survey and discussion, we found that both backbone teachers and non-backbone teachers have the same positive growth needs, of which 52% want to become expert teachers and 28% want to become management talents. Therefore, the evaluation and professional growth of preschool teachers need to follow the people-oriented principle, starting from the needs of teachers, and give teachers with different development levels and different growth pursuits the same growth motivation.
2. Practical principles
The principle of practicality refers to the process in which teachers understand the idea through scientific evaluation, and then constantly revise their educational behavior in practice, so as to achieve the unity of idea and practical behavior. A problem that teachers often encounter in their professional development is that some educational ideas are very clear in concept, but they often make mistakes in practice, that is, there is a certain gap between teachers' educational behavior and educational ideas. If we can't exceed this gap, it will directly affect the sustainable development of teachers' profession, especially in the process of teacher evaluation, the distance between the evaluation results and teachers' educational ability is always getting bigger and bigger. Through the evaluation, some problems will be found and the direction of growth will be clear. Through study and practice, we can solve the problems in educational philosophy or practice and obtain real professional development.
3. Principle of assistance
The principle of subsidiarity means that teachers should be given motivation in the process of their professional growth and evaluation, and their achievements and problems should be understood and accepted by teachers, which can really help them grow. As far as teachers' professional growth is concerned, it is far from enough to rely solely on teachers' own internal efforts. In the survey of teachers' growth, personal efforts account for only 19% of professional growth, and the support of principals (34%), teaching and research atmosphere (26%) and expert guidance (18%) play a very important role in the growth. These factors are all. As a tutor, we should attach great importance to the embodiment of the principle of help in the process of teachers' growth and evaluation, adhere to positive guidance and evaluation, guide teachers to find and solve various problems in concept and practice through interviews, problem discussion and useful reflection, encourage teachers to grow up as soon as possible, and help teachers establish good professional feelings. For new teachers and teachers with immature teaching skills, more attention should be paid to the application of the principle of subsidiarity.
4. The principle of authenticity
The principle of authenticity means that all kinds of false elements and behaviors should be eliminated in the evaluation and growth process of preschool teachers, and the presentation of problems and the growth and promotion process with problem solving should be true and effective. Starting from discovering the practical problems in the process of teachers' growth, give teachers the height and methods of growth within their power. Subjective judgment evaluation often appears in teacher evaluation and professional growth. Is this the so-called? Authority? Evaluation, the result of this evaluation often leads to the teacher being evaluated being more confused and at a loss. In the teacher's case follow-up guidance and interviews, we found that if an evaluation can't start from the teacher's professional growth, or it doesn't conform to the teacher's professional growth law, then the evaluation effect is negative.
5. Principles of scientific development
The principle of scientific development refers to fully studying and respecting the laws and characteristics of teachers' development, and treating various problems in the process of teachers' professional growth with a developmental perspective. We should adopt different evaluation criteria and methods to evaluate teachers at different growth stages, pay attention to the process of teachers' growth and evaluation, and use the results of teachers' evaluation carefully. There are certain rules and cycles in the growth of preschool teachers, and there are many influencing factors in the process of teachers' growth, both positive and negative. Therefore, in the process of preschool teachers' evaluation and professional development, we should scientifically grasp the law of teachers' growth, pay full attention to various factors of teachers' growth, establish scientific development principles, overcome subjective evaluation and effectively improve teachers' professional ability.
Second, the content of preschool teachers' evaluation and professional growth
1. Basic literacy and evaluation of preschool teachers
The basic literacy of preschool teachers includes three aspects: teachers' professional literacy, knowledge literacy and ability literacy.
Professional spirit. The professional quality of preschool teachers mainly includes teachers' professional consciousness and belief, love for children and education, serious and responsible professional quality, pioneering and innovative work spirit and self-development requirements. It is the fundamental guarantee for preschool teachers to cultivate all-round quality and the inexhaustible motive force for their continuous improvement and sustainable development in education and teaching.
Knowledge literacy. Teachers' professional knowledge is the guarantee of their educational knowledge and skills. The knowledge literacy of preschool teachers should mainly include basic knowledge of general culture and science and professional knowledge of disciplines. The general basic knowledge of cultural science refers to the basic scientific and humanistic knowledge, and the professional knowledge of the subject refers to the professional knowledge of the taught subject, the theoretical knowledge of education and the psychological knowledge about children's learning and development.
Ability and accomplishment. Teachers should have a certain professional ability, that is, educational ability. The ability literacy of preschool teachers includes the ability of designing educational activities, organizing and implementing educational activities, creating educational environment, maintaining, observing and evaluating, researching and self-developing. Several aspects of teachers' educational ability are interrelated, mutually supportive and interpenetrating. The development of today's society has higher requirements and expectations for teachers than ever before. Teachers should be competent and play the role of teachers, especially emphasizing the improvement of comprehensive literacy and ability. Due to the characteristics of various fields of preschool education, 55% of teachers choose to improve their comprehensive literacy and ability, which is much higher than the cultivation of simple knowledge or a certain skill. It can be seen that the improvement of comprehensive literacy is a prominent feature of preschool teachers' professional growth.
2. Teachers' literacy and evaluation in different growth stages.
In the growth stage survey, both backbone teachers and non-backbone teachers have a plateau period of growth and a stagnant state of professional development in their growth process (see table 1). Through evaluation, teachers can be guided to clearly understand their own growth obstacles, and help teachers really overcome these obstacles in continuous educational practice and obtain the continuous development of professional literacy.
Third, the problems that should be paid attention to in the professional growth and evaluation of preschool teachers
On the basis of following the principle of teacher growth evaluation, the following aspects should be paid attention to in the evaluation practice of preschool teachers' professional growth evaluation.
1. Clarify the direction of preschool teachers' evaluation and professional development.
Direction determines the choice of methods and strategies. Without clear evaluation and professional growth direction, there will be ideological confusion and blindness in practice. We often see problems that have not been found and presented in teaching and research activities or teachers' educational notes, and there is no action research to solve the problems. Although there are many teaching and research activities and educational notes, it does not promote the professional growth of teachers much. The main reason is that there is no clear direction for the evaluation and professional growth of preschool teachers.
2. Based on teachers' self-evaluation, cultivate teachers' self-reflection and evaluation ability.
The Guiding Outline of Kindergarten Education states:? Kindergarten education evaluation is based on teachers' self-evaluation, with the participation of principals, relevant managers, other teachers and parents. ? However, in the practice of kindergarten education evaluation, more attention is paid to the evaluation of principals or experts, and there are few teachers' own voices. This way of focusing on other evaluations is extremely unfavorable for cultivating teachers' ability of self-reflection and evaluation. From attaching importance to others' evaluation to attaching importance to the application of self-evaluation methods, teachers can find problems by themselves, improve their work, and at the same time promote communication and understanding between the evaluators, so that the evaluators can accept the opinions and suggestions of the evaluators more easily and avoid opposing feelings with the evaluators.
3. Attach importance to the combination of qualitative and quantitative evaluation methods
The evaluation of preschool teachers should naturally accompany the whole education process, and adopt various methods such as on-site evaluation, case literature evaluation and educational experience evaluation, and combine the daily education evaluation with the teacher's semester performance evaluation to ensure the comprehensiveness and regularity of preschool teachers' evaluation and professional growth.
4. Pay attention to comprehensive evaluation and hierarchical evaluation.
According to the theory of multiple intelligences, teachers' professional development potential is fully tapped, and the concept of promoting growth by evaluation is established. We should understand the development of teachers from three aspects: educational belief, educational knowledge and ability, and comprehensively analyze and objectively evaluate teachers' professional development. Only when teachers' growth stages are clear, their development potential is understood, their development direction is established, and appropriate evaluation methods are given to their growth, can teachers' happiness at different growth stages be effectively improved.
Professional Papers of Preschool Teachers II
Effectiveness and practicability of playing teaching AIDS in preschool education and teaching
At present, playing with teaching AIDS plays an increasingly important role in children's teaching, involving rich teaching content, and can also actively mobilize children's learning enthusiasm, so that children's subjective initiative in learning is greatly improved. In the process of teaching children, many kindergartens adopt the way of playing with teaching AIDS, which integrates teaching AIDS into scientific, educational and applicable teaching contents, thus guiding children to establish a correct outlook on life and values, enabling children to concentrate on their studies while playing with teaching AIDS, making the atmosphere in the teaching classroom more active, improving the teaching quality, and enabling each child to effectively use teaching AIDS to cultivate innovative ability [1].
First, playing with teaching AIDS can improve children's subjective initiative.
In the teaching of playing with teaching AIDS, we usually use the physical objects commonly used in practice for teaching, which is not only novel in teaching methods, but also low in teaching cost. We can make our own teaching AIDS, so that the waste in our lives can be reused and resources can be saved. At the same time, improve children's subjective initiative in learning, so that children can enhance their practical operation ability and improve their understanding ability. At the same time, kindergarten teachers can provide humanized design according to each child's hobbies, so that children can actively participate in learning.
For example, in math class, many teachers usually carry out teaching activities by teaching children to learn various numbers. However, children have no idea about these figures, and the teaching content is rather boring, so many children are unwilling to take the initiative to learn. Teachers can design a step in teaching, so that students can climb the step and learn numbers within 5. The numbers 1, 2, 3, 4, 5 are posted on every step, and every step you climb means that you have completed the task of learning this number. Whoever climbs the highest means that he learns these numbers the fastest. At the same time, the student who climbed the highest also won and was given a certain reward [2]. The teaching method of playing with teaching AIDS in children's teaching effectively improves children's subjective initiative in learning, improves the efficiency of classroom learning and deepens children's impression of what they have learned.
Second, playing with teaching AIDS can improve children's interest in learning.
1. Using multimedia teaching in teaching
Children's psychology and age determine their ability to understand and explain. By playing with teaching AIDS, children can further enhance their understanding of society and the world, establish correct values and world outlook in the learning process, and shape good quality. Because children are curious about all new things, they are also curious about new teaching tasks in teaching. The adoption of multimedia teaching caters to children's love of animation and comics, which can quickly improve children's interest in learning and let them learn deeply.
For example, in the teaching of the text "I love my family", teachers can inform parents in advance to send photos of the daily life of each family. In class, the teacher will integrate each photo into a PPT with unique music. After enjoying PPT, every child expressed his feelings, and some children would say:? My home is warm, and my parents are my favorite people. ? Other children will say: My family is very happy. My parents love me very much. I won't make them sad? Wait a minute. After each child delivered his own speech, the pictures were very touching, which enhanced the affection between children and parents, and also better explained the content and significance of the text "I love my family" [3].
Through multimedia teaching AIDS, children's interest in learning can be improved, so that they can dare to speak and laugh, speak from the heart and express their love for their parents, which makes the classroom atmosphere more active and improves children's expression ability.
2. Incorporate the teaching AIDS into the teaching content.
In teaching, teaching AIDS are mainly used to let children play in middle school and study, thus promoting the normal development of teaching classrooms and improving children's interest in learning. Especially in math class, many children do not cultivate a good interest in learning, which is not conducive to the development of children's intelligence, which requires the help of teaching AIDS to achieve teaching purposes.
For example, when teaching children to learn numbers within 10, the teacher can write the number of 10 on the blackboard, first teach the children to read, and then give each child the same plasticine, so that the children can pinch out the numbers they know, and each child can pinch them out according to his personal understanding of the numbers. Some children will ask the teacher in the process of pinching: Teacher, I know that 10 and 10 are just a chopstick and an egg. Can I pinch a chopstick and an egg? ? Other children will scramble to express their understanding and knowledge of various numbers and ask the teacher if it is right. Teachers will guide children to pinch out the corresponding numbers, so that each child can learn these numbers as soon as possible [4]. By playing with teaching AIDS, the teaching content is skillfully integrated into the classroom, which is not only creative, but also improves children's interest in learning and achieves the teaching purpose.
Third, playing with teaching AIDS can cultivate children's sentiment.
In children's music teaching, teachers can make some simple playing AIDS and make different notes to enhance children's understanding and perception of notes and melodies and cultivate children's sentiment.
For example, when learning different rhythms, teachers can use glasses or beer bottles to fill the bottles with different amounts of water to form different rhythms, so that each student can tap the bottles with a pencil and make different sounds, so that every child can feel the feelings brought by different rhythms [5]. When teaching children to learn the song "A penny", the teacher can provide coins for the children and perform live scenes in class, so that the children can play the role of collecting money, and the teacher can play the role of the police, so that the children can understand the meaning of the song in the process of collecting money and handing it over to the teacher. Children will say:? Uncle policeman, I just found 1 minute by the roadside. I'll give it to you. ? The teacher will nod in response:? What a good boy. You are a good boy who never forgets money. ? Finally, the two said goodbye to each other and ended the performance.
By teaching children to play with teaching AIDS, students can learn music knowledge and cultivate sentiment, not only learn to sing, but also establish a correct outlook on life and understand the truth of being a man.
Four. conclusion
With the continuous improvement of people's living standards, children's teaching mode is also changing. The use of effective teaching AIDS for children enables teachers and children, children and children to complete teaching tasks in game interaction, and also effectively improves the teaching quality. Let children play with teaching AIDS, improve their creativity and imagination, improve their interest in learning and subjective initiative, so that every child can get all-round development and improve his ability.
Professional Papers of Preschool Teachers III
Problems and Countermeasures in Children's Life Education
Life education for young children is to let them gradually have a certain understanding of life and understand the meaning and preciousness of life through education for young children. That is to say, kindergarten teachers are required to carry out education from psychological education, physiological education, life education, moral education, etc., which will affect children's hearts and let children gradually understand the importance of themselves, others and life, and then let children cherish and cherish their own and others' lives. The development of children's life education is a common concern in the education field. Teachers should not only respect children's right to survival and development, but also provide children with a good learning environment, and at the same time pay attention to each child's own characteristics, so that children can develop and improve themselves in a pleasant environment.
First, life education for young children is of great significance.
Any course has its significance, and life education for young children is no exception. First of all, carrying out children's life education can promote the development of a country. Children are the hope of the future development of the motherland and the successors of the development of the socialist cause. The speed of social development has a great relationship with whether we attach importance to children's life education. If a country wants to grow and develop continuously, the education of children is the top priority. Teachers should cultivate children's sound personality from an early age, so that children can know how to be grateful, respect others and respect life. Children's life education conforms to the concept of early childhood education in China and is also an important part of China's education system. In addition, life education is also very important for children's own development. When children first came to this world, they were all blank, simple and ignorant. It is necessary and necessary to enlighten them, so preschool education came into being.
Second, the lack of life education for children in China
1. Blind pursuit of achievements
Parents always have it? Expect your son to succeed and your daughter to succeed? Expectations, so there will always be excessive pursuit of children's preschool education, afraid that children will lose at the starting line. Therefore, when children are still in infancy, parents send them to various learning classes and interest classes. When children enter kindergarten, parents also ask teachers to teach them some primary school cultural knowledge in advance. Preschool teachers, under the pressure of parents, give their children too much learning burden, thus ignoring the laws of their physical and mental development. Over time, children's life education was ignored by teachers, which affected children's all-round development.
2. Children lack the initiative to learn.
Many preschool teachers always adopt traditional teaching methods, but this method is far from satisfying children's needs, because children at this stage are full of curiosity about everything, and the textbook knowledge taught by traditional teaching methods will make children feel boring and have no deep memory of what they have learned, and even some children begin to hate learning, because these knowledge are passively accepted by children, not what they like.
Third, life education measures for young children
1. Clarify the teaching purpose
The purpose of preschool education is to promote the all-round development of children's body and mind, so that children can form a sound personality from an early age and know how to cherish life. Therefore, teachers should adopt targeted teaching and comprehensively educate children in terms of intelligence, morality, physique and beauty. At the same time, teachers should not blindly cater to parents' demands, over-teach children cultural knowledge and ignore the foundation of preschool education.
2. Change the way of education
Children don't like passively learning and accepting things around them, so teachers should change teaching methods and guide children to learn knowledge and skills with pleasant and relaxed teaching methods. Only in this way can we stimulate children's interest in learning and their enthusiasm for learning. In addition, teachers can take children to see nature, see all the beautiful things, feel the beauty of life and the beauty of the world, and let children experience the true meaning of life in a relaxed and happy atmosphere. In this way, not only the children's life education was successfully carried out, but also the children gradually understood the meaning of life and learned to cherish all the life around them. It also broadens their horizons, makes them feel the beauty of life and improves their comprehensive quality.
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