本文選題：幼兒園　切入點：教師評價　出處：《華東師范大學》2005年碩士論文

【摘要】：幼兒園教師評價是教育評價的重要組成部分。隨著國家基礎教育改革,特別是幼兒園課程改革的不斷深入,人們對幼兒園教師評價日益關注�；趯處熢u價現(xiàn)實問題的反思,教育理論界先后提出發(fā)展性評價、教師發(fā)展思想,認為評價應旨在提高教師素質(zhì)水平、促進教師發(fā)展,但與此相關的實踐研究特別是幼兒園層面的實踐研究相對較少。本項研究嘗試通過三個個案,考察幼兒園教師評價的實踐形態(tài),闡述教師評價改革對教師發(fā)展產(chǎn)生的影響。本項研究采用質(zhì)性的個案研究方法,通過文獻法收集幼兒園教師評價與教師發(fā)展的文獻資料,通過訪談法獲取教師評價實踐改革中的動因、實施狀況和結(jié)果。 研究分析了幼兒園教師評價及相關概念的基本內(nèi)涵;從幼兒園教師評價的緣起入手,闡述幼兒園教師評價在導向、人員、方法上的發(fā)展歷程;論述幼兒園教師評價從以教師發(fā)展為目的、力圖以診斷改進為主、關注真實經(jīng)驗的收集三個方面對教師發(fā)展的關注。 研究從不同角度考察不同背景之下幼兒園教師評價改革的實踐形態(tài)。通過考察Z幼兒園教師評價從強調(diào)技能評比到注重過程診斷的發(fā)展,分析過程診斷機制對教師行為改進的影響;通過考察J幼兒園教師評價從指標考核到檔案袋評價的發(fā)展,討論成長檔案對教師個人專長的影響;通過考察W幼兒園教師評價從“上對下”到自我評價的發(fā)展,探討自我評價對教師自覺意識的影響。 在理論解讀與實踐考察的基礎上,提出基于教師發(fā)展的幼兒園教師評價的行動建議:注重診斷改進、評價內(nèi)容突出實踐問題、保證評價對象的主體地位。
[Abstract]:The evaluation of kindergarten teachers is an important part of educational evaluation. With the deepening of national basic education reform, especially the reform of kindergarten curriculum, people pay more and more attention to the evaluation of kindergarten teachers. The educational theorists have put forward the developmental evaluation and the teachers' development thought, and think that the evaluation should aim at improving the teachers' quality and promoting the teachers' development. However, there are relatively few practical studies, especially at the kindergarten level. This study attempts to examine the practical form of kindergarten teacher evaluation through three cases. This paper expounds the impact of teacher evaluation reform on teacher development. This study adopts qualitative case study method to collect literature data on kindergarten teacher evaluation and teacher development. The motivation, implementation and results of teacher evaluation practice reform are obtained by interview. This paper studies and analyzes the basic connotation of kindergarten teacher evaluation and related concepts, starting with the origin of kindergarten teacher evaluation, expounds the development process of kindergarten teacher evaluation in terms of orientation, personnel and methods. This paper discusses the teachers' development in kindergarten teachers' evaluation from three aspects: teachers' development, diagnosis improvement and the collection of real experience. The paper studies the practical forms of kindergarten teachers' evaluation reform in different backgrounds from different angles. By examining the development of Z kindergarten teachers' evaluation from emphasizing skill evaluation to paying attention to process diagnosis, This paper analyzes the influence of process diagnosis mechanism on teachers' behavior improvement, discusses the influence of growth files on teachers' personal expertise by examining the development of J kindergarten teachers' evaluation from index examination to portfolio evaluation. By examining the development of W kindergarten teachers' evaluation from "top to bottom" to "self-evaluation", this paper probes into the influence of self-evaluation on teachers' conscious consciousness. On the basis of theoretical interpretation and practical investigation, this paper puts forward some suggestions for kindergarten teacher evaluation based on teacher development: pay attention to the improvement of diagnosis, highlight the practical problems in the evaluation content, and ensure the subject position of the evaluation object.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2005
【分類號】：G615

【引證文獻】

相關碩士學位論文 前1條

1 馬麗媛;質(zhì)性教師評價研究[D];河北師范大學;2011年

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本文編號：1694150