我国儿童发展状况评价中幼小衔接的探讨

Humble Opinion on Kindergarten and Primary School Convergence of Chinese Children Development Evaluation

我国儿童发展状况评价幼小衔接主要表现为:由直观、感性和较低要求的评价指标过渡到具体、理性和较高要求的评价指标;由单一观察评价方式过渡到学科考试与行为观察评价等相结合的方式;由倡导形成性评价过渡到强调把形成性评价与终结性评价结合起来;由只是导向保教人员教育行为评价结果过渡到要对儿童的表现做出以档案形式保存的评价结果。但是,幼小衔接的良好运作,至少还要期待以下三方面的状况得到改善:幼儿园和小学教师素质有待提高;家长教育孩子的观念应急需转变;高校招生考试制度的进一步改革。

Kindergarten and primary school convergence of Chinese children development evaluation system is mainly reces sive, general and lower requirements transition to evaluation index of dominant, specific and higher requirements ; evaluation meth ods of a single observation transition to a combination of academic evaluation and behavioral evaluation ; to emphasize the forma-tire evaluation transition to the formative evaluation and summative evaluation together;only guiding education behavior of teach ers transition to save evaluation results of a child＇s performance in the form of the file. But the well-functioning of Chinese chil-dren development evaluation may also be at least in relation of three factors ： to improve kindergarten and primary school teachers quality, to change parents＇ the concept of education, to further the reform of university and college entrance examination system.