Evaluation Strategy Preschool Teacher In Mathematics Activities

Mathematics activity means learning and teaching activities of math in the kindergarten, which is defined by the teacher consciously organize, design and arrange to through the teachers’ guide to get the number of the special activities.The evaluation strategy refers to the different activities in mathematics, including teaching activities, the regional activities and daily activities. The teachers collect both evaluation methods and evaluation technology when they use the work sampling system to evaluate children. In the mathematical, the evaluation strategy research of the kindergarten teachers has important theoretical and practical significance.This study combines qualitative research methods with quantification. The study selects 36 teachers of three different grades kindergarten in Shenyang. All teachers’ observation events as research subjects. Using observation from two perspectives- different process and contexts for teachers in math activities were observed in the evaluation strategy. And using interviews ratings for all teachers strategies for further explanation. After spss13.0 for statistical data and analysis, the results show that:1.The participation of teachers are significant differences in teaching experience and grade kindergarten. With the growth of teaching experience, the kindergarten of the grade increases, the teachers’ using reflective action strategy most, and using the medium-action strategy least.2.Teachers use methods are significant differences in teaching experience. 1-5 years of teaching experience use always view strategies, more than 16 years of using mind-type strategy.3.The ways of teachers’ guide are differences between age classes. In different process and context, the teachers of the bottom and middle class use the instruction type most, the teachers of the top class use non-instruction the most.4.Teachers with seniority recording growth, there is a change from easy to difficult. In different process and context, the longer teaching experience, the more record-type and record-type strategy teachers use.5.The way of collected works are differences in teaching experience. In different process and context, teachers of the bottom class use the teachers’ body type strategy most, children body type least. The teachers of middle class use teacher and children body type, the teachers of top class use the children body type.6. Recording mode of teachers are significant differences in teaching experience and grade kindergarten. In different process and context, with the growth of teaching experience, the kindergarten of the grade increases, the teachers use assessment strategy most and descriptive strategy least.Based on the results, discuss and analysis the evaluation strategies in the different processes and different contexts of mathematical activity, and suggestions from two aspects of educational assessment strategies and the subject of evaluation. It’s not only enrich the teacher evaluation theory, but also enhance the practical ability of teacher evaluation. Finally, according to the limitations of this study,the researcher puts forward the areas for improvement.