Volume 3,Issue 5
A Survey on Teachers’ Evaluation Behavior in Kindergarten Group Teaching Activities
Based on the 8 kindergarten teachers in Chongqing C, using observation and interview methods, the teacher evaluation type is unreasonable, and the evaluation frequency is inappropriate. To solve the above problems and realize the high-quality development of kindergarten teacher evaluation, the following improvement suggestions are put forward: (1) advocate “developmental evaluation,” avoid criticism and education; (2) promote “specific and effective evaluation,” avoid generalization and ineffective; (3) pay attention to “non-language evaluation,” avoid curing mode; (4) improve “diversified evaluation” and avoid one-sided content.
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10. Wang M, 2006, On Non-Language Arts in Kindergarten Teaching, thesis, Central China Normal University.
11. Gong L, 2020, Research on Teacher Evaluation Behavior in Kindergarten Construction Area, thesis, Shandong Normal University.
12. Zhang Q, 2018, Research on Evaluation Literacy of Kindergarten Teachers, thesis, Southwest University.
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14. Nong L, 2014, Investigation and Research on Evaluation Behavior of Rural Kindergarten Teachers in Collective Teaching Activities, thesis, Guangxi Normal University.
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