Study On Kindergarten Teacher Evaluation From The Perspective Of Understanding

With the development of society and the continuous improvement of people’s living standard, the issue about the quality of preschool education has attracted more and more attention. Preschool education’s development rely more on teachers, and the effective teacher evaluation plays an important role in teachers’professional development. Reflect on the current kindergarten teacher evaluation in China, although advocated the developmental teacher evaluation, teacher evaluation still existed many problems, seriously influenced the enthusiasm, initiative and creativity of teachers’professional development. Therefore, how to reform kindergarten teacher evaluation, and how to further improve the effectiveness of the kindergarten teacher evaluation, which were the theory problem that needs to be further researched.Understanding is the core notion of philosophical hermeneutics, and its discussion on understanding provides us with an important perspective on the construction of harmonious world, the insight into human life and human development as well as a new perspective on the reform and innovation of kindergarten teacher evaluation. This study is based on Understanding, elaborates the kindergarten teacher evaluation theory and practice. The basic contents of this study are as follows:From the origin of problems, Introduction points out that understanding has become an issue increasingly drawing people’s attention under the background of the current advocacy of harmonious development. Based on the literature collected in many ways, the present study generalizes and summarizes the studies on understanding, understanding and education, teacher evaluation and so on, which shows the research fronts and provides inspiration and reference for this study. Besides, Introduction also defines the methodology research method and points out the significance and innovative points of this research.Chapter I discusses understanding, the connotation and characteristics of kindergarten teacher evaluation from the perspective of understanding. Understanding and grasp of the inherent characteristics of understanding serve as the important foundation of this study. This study mainly carries out an exploratory analysis to the inherent characteristics of understanding from the basic viewpoints of philosophical hermeneutics, and expounds the basic characteristics of kindergarten teacher evaluation from the perspective of understanding.Chapter II is the study on the theoretical basis of kindergarten teacher evaluation from the perspective of understanding. The core theoretical basis of this study involves understanding and the existence of people in the evaluation, and meanwhile must be guided by the evaluation theory. Therefore, the theoretical basis of this study consists of the interpretation of understanding in philosophical hermeneutics, the discussion of man’s social and cultural attributes in the multi-disciplinary theory of human nature, and the inspection and analysis of the issue of rationality in the evaluation theory.Chapter III interprets the factors of kindergarten teacher evaluation from the perspective of understanding. The basic factors of the kindergarten teacher evaluation mainly include four aspects of evaluation objectives, evaluation criteria, evaluation implementation and evaluation results. From the perspective of understanding and in combination with the characteristics of kindergarten teacher evaluation from the perspective of understanding, this study carries out a thorough analysis and interpretation of the factors and their interrelationship of kindergarten teacher evaluation and constructs a relatively complete teacher evaluation picture which demonstrates the significance of understanding in kindergarten teacher evaluation and embodies the Re-enchantment and the return of human nature of kindergarten teacher evaluation.Chapter IV is the analysis of the major problems existing in the current kindergarten teacher evaluation in our country. On the reflection of the current situation of Chinese kindergarten teacher evaluation, although China advocates the developmental teacher evaluation, there still exist various problems in teacher evaluation in such aspects as object location, standard formulation, process implementation, treatment and feedback of the results, etc. These problems deprive forcibly the significance of understanding that should exist in teacher evaluation and cover the true pursuit of teacher evaluation. Therefore, it is exigent to manifest understanding in kindergarten teacher evaluation and promote the reform and the innovation of teacher evaluation.Chapter V is the practice of kindergarten teacher evaluation from the perspective of understanding. Based on rational description and analysis, the researcher conducts an examination through a qualitative research on the practice of kindergarten teacher evaluation from the perspective of understanding, and finally reflects on the process of the qualitative research and puts forward some corresponding proposals.