| 任建龙.关于幼儿园开展形成性评价的思考与建议[J].陕西学前师范学院学报,2016,32(4):117-120 |
| 关于幼儿园开展形成性评价的思考与建议 |
| Thinking and Suggestions on the Implementation of Formative Evaluation in Kindergartens |
| 投稿时间：2015-12-28 修订日期：2016-01-05 |
| DOI：10.11995/j.issn.2095-770X.2016.04.028 |
| 中文关键词: 幼儿园 形成性评价 因素 |
| 英文关键词: formative evaluation kindergartens factors children in kindergartens implementation |
| 基金项目: |
|
| 摘要点击次数: 1453 |
| 全文下载次数: 1426 |
| 中文摘要: |
| 形成性评价是适宜的、重要的、理想的幼儿园课程评价方式，这种评价对促进幼儿个性化发展、推动幼儿教师专业成长、提升幼儿园保教质量具有重要价值。然而，这种评价方式在很多幼儿园的落实举步维艰，形成这种局面的原因主要有幼儿园管理、幼儿园教职工理论素养、幼儿园现行的配班模式、幼儿园教师被文案绑架。幼儿园教职工应通过转变儿童观、管理观和提高教师的形成性评价能力，使形成性评价在幼儿园“着陆”。 |
| 英文摘要: |
| Formative evaluation is one of the most appropriate evaluation system for the curriculum in kindergartens, which is beneficial to the individual development of children, to the improvement of teachers’ professional ability and to the enhancement of the teaching effects in kindergartens. However, there are many difficulties in its implementation in kindergartens because of many interference factors including the management of kindergarten, the teachers’ theoretical accomplishment, the present student to teacher ratio, and the heavy copywriting tasks for preschool teachers. To push the formative evaluation system, teaching staffs in kindergarten should change their views on children and management, and try to advance teachers’ formative evaluation ability. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
