The method of kindergarten curriculum evaluation, talk about how to conduct curriculum evaluation in

The principle of objectivity The principle of objectivity refers to the evaluation of the kindergarten curriculum should be realistic, objective and truthful treatment of all people and things. The information collected through observation, measurement, interviews, questionnaires, etc., is truthfully recorded without subjective thoughts, and then analyzed and judged according to scientific standards, and a reasonable evaluation is made. This is a scientific attitude towards course evaluation, and it is also a guarantee to achieve the destination of course evaluation.

Developmental principles should not be used only as a means of assessing teachers' work or the level of early childhood development, and curriculum evaluation should not be used to label teachers and grade children. The ultimate purpose of kindergarten curriculum evaluation is to find out the problems in the curriculum, find out the reasons, put forward suggestions and measures for improvement, solve problems, adjust, improve and perfect the curriculum, continuously improve the quality of education, and promote the comprehensive and harmonious development of children.

Purposeful PrinciplesThe kindergarten curriculum has clear goals. What knowledge, skills, and techniques should be taught to students, what thoughts, opinions, and beliefs should be formed, what words, behaviors, and habits should be formed, and what abilities should be cultivated. Course evaluation should be guided by the objectives of the course, looking at whether and to what extent these objectives have been achieved after the course has been implemented.

Scientific principlesScientific principles require kindergarten curriculum evaluation to have the correct guiding ideology and scientific evaluation standards, evaluation indicators should be consistent with the spirit and principles of the kindergarten work rules, after the evaluation of the evaluation results for a scientific explanation. To correctly grasp the principle of scientificity, we should pay attention to the following points: first, we must grasp the objectivity of evaluation and avoid subjective assumptions; Second, we must grasp the comprehensiveness of the information and avoid drawing conclusions based on one-sided information; Third, we should respect the differences of the individual assessees, and avoid the one-size-fits-all phenomenon in evaluation standards and methods.

1.Type. The most frequently used types of course evaluations are:

According to the reference point of evaluation, there are relative evaluation, absolute evaluation and personal development evaluation. Relative evaluation is based on the relative position of the child in the group; Absolute evaluation is based on the degree of achievement of educational goals; The personal development assessment is a before-and-after comparison of the child's various abilities to grasp the progress of the child.

According to the function of evaluation, it is divided into diagnostic evaluation, formative evaluation and summative evaluation. A diagnostic assessment is to determine a child's "readiness" before receiving education; Formative assessment is to determine what happens in the child's learning process and to determine the degree to which the teaching task is fulfilled; The summative assessment is an assessment of the extent to which the programme has been achieved after a phase of implementation. The above evaluation methods have their own advantages and disadvantages, and should be used together to learn from each other's strengths.

The diversification of course evaluation subjects is a trend in the development of course evaluation today. It is necessary to implement multi-subject evaluation in evaluation. It is not disputed that teachers, as direct implementers of the curriculum, are one of the subjects of curriculum evaluation.

Parents, as teachers' collaborators and promoters of education, should also participate in the evaluation of the curriculum, and children, as one of the three main subjects of the curriculum system, are also participants in the implementation of the curriculum, so they should also have the right to make decisions and evaluate the curriculum, and children's self-evaluation can make children aware of their own growth and progress process, stimulate their enthusiasm, interest and confidence in further learning, and promote their more dedication to future life and learning activities. Therefore, teacher evaluation, parent evaluation and children's self-evaluation should be combined.

2.Evaluation methodology.

Evaluation should naturally accompany the entire educational process, and should be based on the purpose and content of the evaluation, using a variety of methods such as observation, interview, test, work analysis, investigation, and archival analysis.

Kindergarten curriculum evaluations can be as follows:

1 Determine the purpose. That is, the course evaluator should explain the purpose of the evaluation in detail, identify the policies and constraints under which the evaluation is conducted, decide in which course area the evaluation should be conducted and how to arrange the time for the evaluation, and determine the degree of decision-making reached after the evaluation is carried out.

2 Gathering Information. It refers to the fact that course evaluators should recognize the information required for evaluation**, as well as the methods, ways and means that can be used to collect this information.

3 Tissue materials. It is the evaluator who encodes, organizes, stores and extracts the collected information so that it can be effectively used in the evaluation.

4 Analyze the material. It is the course evaluator who selects and applies appropriate analytical techniques to interpret the material processed.

5 Report the results. According to the original intention of the course evaluation, the course evaluator should decide the nature of the course evaluation report, including the object of the report, the form of the report and other matters related to the report.

Summary: The principles of kindergarten curriculum evaluation are as follows:

1. Evaluation should be conducive to the improvement and development of the curriculum.

2. Self-evaluation should be the main part of the evaluation, and the subjectivity of teachers should be given full play.

3. The evaluation should be conducive to the development of young children.

4. The evaluation should be scientific and effective.

The general principle of kindergarten curriculum evaluation should be conducive to the initiative, enthusiasm and research spirit of teachers, principals and curriculum decision-makers to improve the curriculum.

Kindergarten curriculum evaluation comments reference

1. The pre-class preparation is sufficient, making full use of multi-class teaching, creating a good language learning situation for students, stimulating students' enthusiasm for learning, and mobilizing students' enthusiasm for learning.

2. The important and difficult points of teaching are prominent, and the board book is clear and organized.

The teaching steps are reasonably designed, from shallow to deep, step by step.

3. Teachers have solid basic skills, accurate knowledge explanation, reasonable teaching design, always take students as the main body, independent learning, group exchange and discussion, exchange and display on stage, etc., teachers and students cooperate tacitly, and have achieved good learning results.

4. The explanation of the problem is concise and accurate, the key points are highlighted, and the thinking is clear.

5. Be proficient in the course content and use it freely.

6. Teachers organize classroom teaching with good effect, clear language, pay attention to learning method guidance, cultivate students' innovation ability, and inspiring problem design.

The types of kindergarten curriculum evaluation are: summative evaluation and formative evaluation, goal-based evaluation and goal-free evaluation, internal personnel evaluation and external personnel evaluation.

The subject of evaluation is the evaluator. Administrators, kindergarten administrators, teachers, young children and parents are all evaluators of the kindergarten curriculum. The evaluation process is one in which they are engaged, supported and cooperated.

Teachers and children are both the "objects" and the "subjects" of curriculum evaluation. The object of evaluation is the object of evaluation. The object of course evaluation generally includes three parts:

Curriculum plan, implementation process, course effect.

Superiority of portfolio evaluation:

Unlike the artificial environment and test questions of traditional tests, portfolio evaluation is based on the educator's direct observation of children's performance in various activities, as well as the various outcomes created by children in the activities. The portfolio can provide a rich variety of evaluation materials, reflecting the development level of children's knowledge, skills, and emotional tendencies in various fields, and can comprehensively assess children's growth.

Features of the multi-color spectral evaluation scheme:

In terms of the goal of assessment, the multi-color spectrum program is different from others, many assessment methods oriented to the discovery of children's defects, its goal is first to discover children's strengths, and advocates to provide a basis for promoting positive change in children, emphasizing the establishment of connections in children's strengths and weaknesses, and ultimately promoting children's multifaceted development. shirt or closed.

In terms of the focus of the assessment, the Colorful Spectrum programme emphasizes the discovery and praise of children's strengths, and uses team fighting as a point to provide children with appropriate learning opportunities and learning experiences, which is consistent with the purpose of the assessment. In terms of the assessment environment, the spectral program focuses on creating specific situations and assessing children in specific activities, unlike traditional intelligence tests, which are generally conducted in a small or split room, and some tests are taken out of the context under the guidance of a stranger.

Kindergarten Listening Comments.

1.Organize student discussions, and let students deeply understand the truth through mutual communication and complementarity.

2.Pay attention to students' independent exploration and stimulate students to take the initiative to acquire new knowledge.

3.The teacher's thinking is very clear and interlocking throughout the activity, the teacher's language is rich and vivid, and the teacher and child interact.

4.In the students' oral arithmetic theory, it is easy for students to master the oral arithmetic method. This is reflected in the feedback from the students.

5.In the classroom, teachers spend ample time for students to engage in cooperative learning multiple times.

Draw conclusions in collaborative exploration.

6.in instructional design.

Make full use of the cognitive foundation, organize students to compare the differences between the original learning application problems and the application problems learned in this lesson, so that students can understand that the new knowledge in this lesson is developing from one unknown to two unknowns.

7.Yue Yue is a quiet, self-disciplined little girl. usually gets along well with children, and everyone is willing to make friends with her; Able to listen carefully in class, abide by classroom discipline, be able to raise hands on very sure questions, be more interested in drawing and singing, and be able to take the initiative to participate in various game activities, and have strong self-service ability.

I hope that Yue Yue can boldly raise his hand and speak loudly next semester, and the teacher believes that you are the best, the best, do you have confidence?

8.There are "innovations" and "creative ideas". I can make use of teaching materials and love to think of ideas. New curriculum reform.

The concept is prominently embodied.

9.Students are required to apply the methods they have mastered to problem-solving practice. Cultivate students' flexibility and fluency in thinking, develop students' intelligence, cultivate students' ability, and improve the level of students' problem-solving methods.

10.Learning Methods:

and the diversification of teaching methods, which reduces the difficulty of learning and improves the learning efficiency.

11.Students discuss in small groups and compare "What is easier?" "The algorithm has been optimized, which also stimulates students' interest in learning.

12.I don't know what is in the little head, which makes people wonder what they can't figure out; The little body doesn't know where to get so much energy to make you so lively and active. In fact, you are really a very smart child, and you are so good at the homework you draw when you are serious!

The teacher knows that you really want to be friends with your friends, but the way you are friendly with them is a little wrong, so everyone is a little afraid of you and dare not approach you. Have you noticed that you've been really well-behaved lately and have more and more good friends, right? Chunchun, let's work together, shall we?

The principles of kindergarten education evaluation mainly include:

The principle of planning.

The purpose of preschool education evaluation is to better promote and promote preschool education. Whether it is the evaluation of the higher administrative department, the evaluation of the education peers or the self-evaluation of the teacher, the ultimate purpose is to sum up the experience, find out the problems and determine the direction of improvement.

Principle of pertinence.

The evaluation must be specific to a specific issue or topic. Evaluations can revolve around the main problems that exist in current educational activities; It can also be specific to a specific educational content area; It can also be aimed at a specific target of the activity and is aimed at promoting problem solving and improvement.

The principle of comprehensiveness.

In the dynamic development of educational practice, educational evaluation must continuously and comprehensively evaluate the various components and components of educational activities. It is necessary to comprehensively consider the factors of all aspects of preschool education, comprehensively and continuously evaluate the preschool education, and take the evaluation of preschool education as a system to make it truly beneficial to children's development and learning.

The principle of objectivity.

The principle of objectivity refers to the attitude of objectivity, fairness, science and seeking truth from facts when conducting evaluations.

understand the meaning, purpose and function of course evaluation; Master the methods and processes of kindergarten curriculum evaluation.

The content of kindergarten curriculum evaluation requires an understanding of the meaning, purpose and function of curriculum evaluation; understand the different types of course evaluation models; Master the methods and processes of kindergarten curriculum evaluation.

Understand the basic concepts and characteristics of kindergarten curriculum, understand the basic principles of kindergarten curriculum preparation, master several typical kindergarten curriculum theories and programs, and be familiar with and operate several common kindergarten activity design. Master the basic methods and basic skills of compiling and implementing kindergarten curriculum, and cultivate and improve students' curriculum theoretical literacy.

Kindergarten curriculum evaluation is a special cognitive activity that takes kindergarten curriculum as the evaluation object. It is a process of collecting relevant information and making judgments on the value, suitability and benefits of the kindergarten curriculum according to the characteristics and components of the kindergarten curriculum.

Kindergarten curriculum evaluation plays a pivotal role in the entire curriculum system, because it is not only the "end" of the curriculum operation, but also the starting point for the continuous development of the curriculum and the whole Zen process of curriculum operation.

Type.

According to the different subjects of evaluation, course evaluation can be divided into internal evaluation and external evaluation.

Internal evaluation, also known as self-evaluation, refers to an evaluation method that analyzes and judges the implementation of the curriculum in the kindergarten or the teacher himself according to the curriculum evaluation form.

External evaluation or evaluation by others is an evaluation method that is an evaluation team composed of relevant persons or professionals to make judgments on the overall implementation of the kindergarten curriculum.