角色游戏是幼儿教育阶段典型的游戏形式,能让幼儿体验交往的乐趣和学习游戏的技能,帮助幼儿建立良好的伙伴关系和对家庭的认知能力。教师对角色游戏的评价是一种间接的游戏指导,能促使教师深入游戏中,观察和了解游戏情况。本研究通过观...角色游戏是幼儿教育阶段典型的游戏形式,能让幼儿体验交往的乐趣和学习游戏的技能,帮助幼儿建立良好的伙伴关系和对家庭的认知能力。教师对角色游戏的评价是一种间接的游戏指导,能促使教师深入游戏中,观察和了解游戏情况。本研究通过观察法、访谈法和案例分析法发现,在角色游戏中小班幼儿教师在评价方式上更倾向于使用言语性评价,并且肯定性评价的使用频率明显高于否定性评价。在评价类型上,教师更加倾向于过程取向型评价,在一些活动中会出现结果取向型评价,但忽视了个人取向型评价。在评价内容上,教师倾向于社会性评价、规则遵守评价与认知与技能评价,而忽视了情感体验评价。基于以上现状,本研究提出相应建议,以期提高幼儿教师有效评价的能力。Role-playing is a typical form of play in the early childhood education stage, which enables children to experience the fun of interaction and learn the skills of playing, and helps them to build up good partnership and cognitive skills towards their families. Teachers’ evaluation of role-playing is a kind of indirect play guidance, which can prompt teachers to go deeper into the game to observe and understand the game. This study found through observation, interview and case study methods that teachers of young children in junior classes preferred to use verbal evaluation in role-playing, and positive evaluation was used significantly more often than negative evaluation. In terms of the type of evaluation, teachers were more inclined to process-oriented evaluation, with outcome-oriented evaluation occurring in some activities, but personal-oriented evaluation was neglected. In terms of evaluation content, teachers tend to favour social evaluation, rule-following evaluation and cognitive and skills evaluation, while neglecting emotional experience evaluation. Based on the above status quo, this study puts forward corresponding suggestions with a view to improving the ability of early childhood teachers in effective evaluation.展开更多
文摘角色游戏是幼儿教育阶段典型的游戏形式,能让幼儿体验交往的乐趣和学习游戏的技能,帮助幼儿建立良好的伙伴关系和对家庭的认知能力。教师对角色游戏的评价是一种间接的游戏指导,能促使教师深入游戏中,观察和了解游戏情况。本研究通过观察法、访谈法和案例分析法发现,在角色游戏中小班幼儿教师在评价方式上更倾向于使用言语性评价,并且肯定性评价的使用频率明显高于否定性评价。在评价类型上,教师更加倾向于过程取向型评价,在一些活动中会出现结果取向型评价,但忽视了个人取向型评价。在评价内容上,教师倾向于社会性评价、规则遵守评价与认知与技能评价,而忽视了情感体验评价。基于以上现状,本研究提出相应建议,以期提高幼儿教师有效评价的能力。Role-playing is a typical form of play in the early childhood education stage, which enables children to experience the fun of interaction and learn the skills of playing, and helps them to build up good partnership and cognitive skills towards their families. Teachers’ evaluation of role-playing is a kind of indirect play guidance, which can prompt teachers to go deeper into the game to observe and understand the game. This study found through observation, interview and case study methods that teachers of young children in junior classes preferred to use verbal evaluation in role-playing, and positive evaluation was used significantly more often than negative evaluation. In terms of the type of evaluation, teachers were more inclined to process-oriented evaluation, with outcome-oriented evaluation occurring in some activities, but personal-oriented evaluation was neglected. In terms of evaluation content, teachers tend to favour social evaluation, rule-following evaluation and cognitive and skills evaluation, while neglecting emotional experience evaluation. Based on the above status quo, this study puts forward corresponding suggestions with a view to improving the ability of early childhood teachers in effective evaluation.
