How to improve the self evaluation ability of kindergarten children in games

The evaluation method of children's independent play is as follows:

1. The role of kindergarten autonomous game activities Kindergarten autonomous game activities emphasize the subjectivity and freedom of children in game activities, that is, game activities should be carried out around children as the main center, to fully meet children's game needs and physical and mental development needs, and to respect and protect children's curiosity.

2. Effectiveness evaluation**.

In order to ensure the effectiveness of the evaluation, preschool teachers must conduct a comprehensive evaluation and consideration, and draw evaluation conclusions based on the results of comprehensive evaluation, and comprehensively evaluate children's independent play activities in a combination of game process evaluation, game result evaluation, individual evaluation and collective evaluation.

3. Deficiencies in application.

The main position of children's independent play activities is ignoredKindergarten independent play activities emphasize the main position of children in the process of play, but in the actual game process, the main position of children is often ignored, and teachers unconsciously become the main body of children's play activities.

ConclusionTo sum up, the main problems in the evaluation process of independent play activities in kindergartens are that the main position of children's independent play is ignored and the content of game activities is selected.

1. The combination of game activities and the actual situation of children is not close enough.

In this regard, it is necessary to solve the problems one by one, and at the same time, it is necessary to create an environment conducive to the development of children's game evaluation activities, and carry out comprehensive children's game evaluation work through questions and guidance to help children's healthy development.

Play is the basic means for children to construct self-awareness, develop experience and skills, and obtain the development of the spiritual world, and is the mediator and bridge for children to have a dialogue with the outside world. Only children's independent and spontaneous practice can not naturally achieve the goal of teaching and learning, the occurrence of educational significance must have the intervention of teachers, and evaluation is the basic means of teachers to intervene, participate in and guide children's games, which can provide directional guidance and good scaffolding support for children's games.

Self-directed play is essentially a form of game organization initiated and led by children and reasonably intervened by teachers. Teachers intervene in children's independent play as observers, and record, analyze and judge children's development or existing problems in the game in a purposeful and planned manner, so as to optimize the organization and practice process of children's independent play.

Summary. Hello, self-directed play in kindergarten is a play activity that children choose and participate in by themselves, and the role of the teacher in it is to be an observer, evaluator and supporter. Here are some ways to effectively improve teachers' ability to observe, assess, and support:

How can teachers effectively improve their observation, evaluation and support skills in kindergarten self-directed play?

Hello, independent play in kindergarten is a play activity that children choose and participate in by themselves, and the role of teachers in it is to be an observer, evaluator and supporter. Here are some effective ways to improve teachers' ability to observe, evaluate, and support:

Dear Hello, 1Learning Observation Skills: Teachers can improve their observation skills through professional training or study.

This includes learning how to concentrate, observe details, and capture your child's development and interest. 2.Create an environment for observation:

Provide state-rich learning resources and materials to create a diverse and exploratory environment where teachers can observe children's behaviors, interactions, and interests in different games and activities.

Hello, 3Use observation tools: Teachers can use observation tools, such as observation record sheets or developmental assessment tools, to record children's behavior, skills, and developmental progress.

This can help teachers assess a child's development in a more comprehensive manner and provide a basis for follow-up support and guidance. 4.Working with Parents:

Work closely with parents to share observations and assessments, and to understand the child's interests and development in the home environment. Parent feedback and information is a valuable resource for teachers to observe and support.

Hello, 5Individualized support: Based on the results of observation and assessment, teachers can provide individualized support and guidance.

This may include providing appropriate play materials, guiding children to participate in other learning activities, or cooperating with other children to facilitate their development and learning. By continuously improving their observation, assessment and support skills, teachers are better able to understand and meet the needs of each child, providing them with the appropriate learning environment and support for their holistic development. Hope my reply can help you!

First, the role of kindergarten self-return subjective game activities Kindergarten autonomous game activities emphasize the subjectivity and freedom of children in game activities, that is, game activities should be carried out around the main center of children, to fully meet the needs of children's game and physical and mental development, to respect and leak key fluid to protect children's curiosity. At the same time, under the autonomous play activities, preschool teachers are more in the position of spectators and guides, so independent play activities can also allow preschool teachers to understand the situation of children more comprehensively, formulate teaching strategies that are conducive to children's personal development, find out the deficiencies of early childhood education in time, and optimize the effect of early childhood education.

Summary. Hello dear, the question I received from you here is: the confusion and question of young children to conduct self-evaluation games The answer is:

The evaluation objectives of early childhood education activities are based on a single basis and lack flexibility. Through the understanding of the kindergarten evaluation system, we can see that the design of the evaluation objectives of kindergarten education activities is basically the decomposition of the educational objectives in the "Kindergarten Education Guidelines" (trial), the evaluation basis is relatively single, and the theory is strong, the lack of practical operation, basically what to learn to evaluate what, not according to the development of all aspects of the child, for its comprehensive and comprehensive evaluation, just focus on knowledge, skills and other aspects of the evaluation, ignoring the children's learning interest and attitude, Evaluation of thinking skills and problem-solving skills.

Good. Hello dear, the question I received from you here is: the confusion and question of young children to conduct self-evaluation games The answer is:

The evaluation objectives of early childhood education activities are based on a single basis and lack flexibility. Through the understanding of the kindergarten evaluation system, we can see that the design of the evaluation objectives of kindergarten education activities is basically the decomposition of the educational objectives in the "Guiding Outline for the Education of the Early Childhood Kindergarten" (trial), the evaluation basis is relatively single, and the theory is strong, the lack of practical operability, basically what to learn and what to evaluate, rather than according to the development of all aspects of the child, a comprehensive and comprehensive evaluation of it, just focusing on the evaluation of knowledge, skills, etc., The evaluation of children's learning interest and attitude, thinking ability and problem-solving ability is neglected.

The evaluation method of early childhood education activities is one-sided and detached from the actual life of children. Many teachers evaluate children with the assumption that they have mastered the concepts as long as they can recite them. At the same time, many teachers are often accustomed to the evaluation of things, the evaluation of children's teaching activities only stays in the relevant educational activities or knowledge, lacks the guidance and evaluation of children's knowledge, and does not effectively apply the relevant knowledge mastered by children to the actual life of the empty chain, which is separated from the actual life of children, so that the teacher's evaluation of children is that the concept has been mastered, but when we ask questions in another way, there is a completely different effect.

The evaluation system of early childhood education activities lacks scientificity, and there are many subjective elements in the evaluation of teaching effectiveness. One of the biggest characteristics of early childhood is that it is relatively independent and conformity. In the classroom, there are many children who do not teach the questions raised by the teacher through their own independent thinking, but echo the voice, so that judging the children's mastery of the teaching content according to the effect of the children's unison is extremely one-sided.

In addition, many children rarely get the opportunity to speak, and the evaluation of this part of the children's learning is worth mentioning. Due to the imperfect teaching effect and evaluation methods, it is extremely unfavorable to comprehensively evaluate the learning effect of children, scientifically arrange the teaching plan, and implicit so that every child can get the opportunity to exercise and develop.

1. Enrich game materials to promote the development of autonomy, teachers should create a game environment and behavioral habits for children according to their age characteristics and educational purposes, so in the district corner activities, they are more enthusiastic about the exploration of why, and then promote the germination of children's creative consciousness and the development of initial creative ability to provide favorable conditions. The materials in the activity area should be constantly adjusted with the changes in children's interests, which also provides children with continuous exploration activities, and actively makes them visible.

2. Have the opportunity and right to make your own choice. Materials are the prerequisite for the game, and in the corner activities, in order to maintain friendly interactions with peers. You can also let your child personally participate in the early bridge to collect materials and get them.

3. Chase.