Performance Evaluation Of Approaches Toward Learning In The Constructive Activities Of Top Class Children In Kindergarten

Approaches toward learning is a lifelong ability of children.Developing a good learning attitude,learning behaviors and habits can promote children’s learning abilities and working abilities in futuredevelopment, which benefit them all their lives. As an important area of research, approaches towardlearning is gradually coming into mainstream education vision and has been put on the educationagenda.Specifically in children’s activities, teachers pay more attention to children’s approaches towardlearning during the evaluation process of children.Evaluating the approaches toward learning in specificcontext leads to an accurate judge of children’s developing stage and level, this can provide a suitableguidance in children’s activities.This study employs observation and measurement methods in observing and evaluating theapproaches toward learning performance in the process of constructive activities of110children in topclass, understanding children’s behavior performance of approaches toward learning from the target,process and result throughout their constructive activities. The following conclusions are about the featuresof five areas of approaches toward learning which are initiative, insistence, imagination and creativity,concentration and independence and their corresponding behavior performances in constructingprogressive,using the coding method step by step:1. Children’s approaches toward learning is related closely to the complexity and level of theconstructive work, it exists accompanying constructive activities in the process and restricts the level of theconstructive work.2.There is a certain stage of approaches toward learning and continuity in constructive activities inearly childhood, their specific behavioral and approaches toward learning of each dimension is one to onein the construction activities respectively, and this manifests throughout the whole process.3.Children’s approaches toward learning will have different types and methods vary with the contextof specific activities.4. Each dimension of children’s approaches toward learning is not isolated in the constructiveactivities, they often interact and influence each other, play a significant role in the whole constructive process.Based on the above conclusions, the author proposed some suggestions: first,deepen teachers’understanding of the approaches toward learning and improve teacher’s observation and evaluation of thechildren’s approaches toward learning level in constructive activities; second, provide further guidance inzone of proximal development of approaches toward learning based on different stages of learningabilities; improve the teachers’ own approaches toward learning in these three aspects and try to establishdifferent levels of the approaches toward learning in constructive activities, provide standards for teachersto observe children’s performance in practice.