An Action Research On Kindergarten’s Teachers Using Learning Story Evaluation Method

Every child is born a riddle, a secret treasure. The teacher needs to get the real and information about children’s development by observing them.After collecting and analyzing this data, the teacher judges children’s developing level, advantage and shortage in order to design and provide better educational activities and promote children’s development.This is necessary quality and ability for teachers, but it is also the weakness of teacher professional development and the problem to be solved.In recent years, the New Zealand learning story is increasingly popular.In the learning story, the teacher looks a child as a capable and confident learner and communicator, pays attention to the thing that children can do, records the complexity of the learning. And then provide guidance for the next step of education support, so that the curriculum and evaluation are tightly combined. Such a series of formative assessment will ultimately be conducive to promoting the development of children. Therefore, it is a new way to improve the ability of observation and evaluation of early childhood teachers that using the learning story, the evaluation method in New Zealand.In this paper, it is based on this thinking to explore the use of learning story.This research covers three-stage action studies, and the objects are two nursery teachers and ten children of their class in some kindergarten. On the basis of the use of learning stories in New Zealand, the study on the localization of the learning stories is carried out through the cooperation with the teachers.In order to analyze the process and result of applying the learning story,researcher goes into the kindergarten, analyzes cases of learning story and result of teachers seminar, observes and interviews teachers. Researcher think that teachers can apply this evaluation method step by step.It is beneficial to support for children’s active learning, communication of kindergarten and home, course generation.This paper consists of five parts:Part Ⅰ: Introduction. It includes the research background, the significance of research and literature review.Part Ⅱ: The research design. It includes research purpose, object, method thought, research reliability and validity, research ethics.Part Ⅲ: The theoretical basis and realistic basis of the research.Part Ⅳ: Results description of the research.It is about description of the results before action research and description of the results after action research. And the structural element, subjective participation and course generation of learning story will be described.Part V: The qualitative analysis on the transformation of early childhood teachers in the action research. It is about the transformation of value orientation, the evaluation of concerns, explanation of learning behavior, response strategy, subject consciousness, curriculum view of early childhood teachers.Part VI: The suggestion and reflections. It includes suggestions of using learning story evaluation method, the lack of research and research reflection.