| 摘要: |
| 采用自编问卷对北京市5538名幼儿园教师进行调查，调查发现真实性评价方法被广泛应用，过程性评价与终结性评价兼顾是普遍样态；幼儿发展评价工作实效性较好，与教师认知态度显著相关，公办园、6-15年教龄与本科（含）以上学历教师认知态度与工作实效性更好；教师认为内部评价主体更加重要。调查发现乡村教师认知与工作实效性有待提升、城区教师需重视评价结果运用等问题，并提出了针对性的对策与建议。 |
| 关键词: 学前教育 幼儿发展评价 幼儿园教师 教师认知 |
| DOI： |
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| 基金项目:中国学前教育研究会“十四五”滚动研究课题“幼小衔接政策背景下幼儿园大班课程质量研究”（G20220033）。 |
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| Investigation and Analysis on the Practice of Kindergarten Teachers’ Evaluation of Children’s Development |
| CHENG Xu, ZENG Wan |
| (Institute of Preschool Educational Supervision and Evaluation, Beijing Institute of Educational Supervision and Evaluation, Beijing 100034) |
| Abstract: |
| This study used self-designed questionnaire to investigate 5538 kindergarten teachers in Beijing. The survey found that authentic assessment methods are widely used, and both process evaluation and summative evaluation are given consideration. The effectiveness of evaluation of preschool children’s development is good, and there is a significant correlation between teachers’ cognitive level and the effectiveness of their work. Teachers in public kindergartens with 6-15 years’ teaching experience and bachelor degree or above have better cognition and work effectiveness. Teachers think that the internal evaluation subject is more important. At the same time, the investigation has found some problems, such as teachers in rural areas need to improve their cognition and work effectiveness, while teachers in urban areas need to pay attention to the use of evaluation results. This study puts forward targeted suggestions in view of these problems. |
| Key words: Preschool education Evaluation of preschool children’s development Kindergarten teachers Teachers’ cognition |
