Portfolio Assessment Study Based On The Professional Development Of Teachers Of Kindergarten Teachers

With the high-speed development of information technology and the ever-acceleratingprocess of economic globalization, social unprecedented demands on the quality of teachers andthe quality of work. Traditional child care teacher evaluation focus too much on the quantitativeevaluation of teachers, ignore the qualitative evaluation, focusing on summative assessment,ignoring the formative evaluation, and less concerned about the growth process of the kindergartenteachers and their personality development. This teacher evaluation has been unable to meet theneeds of teacher professional development and social development, thus changing the traditionalsingle evaluation methods, changes in the screening evaluation of preschool teachers, to playpreschool teachers the main role in the evaluation, to enhance teachers’ professional self-reflectioncapacity imperative.This article in the to read, analyze the on the basis of the literature of the at home andabroad activities related to teachers ’professional the development of and education evaluation, etc.,combined with the on J kindergarten in (on) a (the relevant) the surveys and interviews of thequestionnaire of the evaluation the status quo of the early childhood teachers record, analyze andexpounded the Child Care teacher evaluation of the status quo of the teachers’ professionaldevelopment on the effects of, articles, recommendations and a large number of on, and, in thepractical the level of on the, to explore the,based on the mode of the of child care teachers inportfolio assessment of the teachers’ professional development,, expectations of for a similarkindergarten teacher evaluation to provide a reference and draw lessons from.Specifically, we first use the relevant theoretical kindergarten teachers, occupationalcharacteristics, the requirements of social development to improve the quality of teachers, thedevelopment of sex education in the evaluation of teachers’ professional development value.Research status at home and abroad, to clarify the professional development of teachers,developing teacher evaluation, preschool teacher portfolio assessment and other related concepts.Second, J kindergarten, for example, through interviews and questionnaires to collect thekindergarten preschool teachers evaluation of the status quo, be drawn: Teacher evaluation fromthe "screening" to "development"；Park leaders and parents is a major evaluation of the main；The evaluation will focus on the ethics, teaching and research；Lack of teacher evaluationfeedback and help；In short，Traditional screening-based evaluation methods and teacher professional development is increasingly urgent desire to start a conflict，Teacher evaluation moreemphasis on utilitarian items, contempt normal work.Furthermore, combined with the purpose of the evaluation of early childhood teachers andearly childhood teachers evaluation, explored to promote early childhood professionaldevelopment of teachers of kindergarten teachers Portfolio Assessment, from a practical point ofview the preschool teachers Portfolio plate design as well as the need to pay attention to the teacherevaluation. Design steps summarized as: Express purpose of, Gathering and organize information,systematic reviews, mutual sharing and exchange progress etc. Problems that need attention: Leadthe development direction of development planning; Pay attention to normal work; Focusing on theprocess of recording; Good at reflection and active thinking; Recording at any time, to obtain first-hand information.Lastly, analysis of portfolio assessment at the pros and cons of early childhood teachers. Inorder to ensure the smooth progress of the kindergarten teachers, portfolio assessment, theconditions of security and environmental support. According to the inadequacies of the study,proposed the direction of future research.