Action Research On Teachers' 'Accurate' Evaluation Of Preschool Children's Development Level

In the process of maths teaching,it's important for the teachers to have accurate observation and evaluation of pre-school children's maths study ability and development.By adopting the educational action research method under qualitative research and based on large numbers of feedback cases and procedural practices,this study aims to seek strategies and approaches to aid teachers to observe and evaluate the developing level of pre-school children's concept of figures with repeated practices and reflections.Firstly,the researcher conducted a survey on the current situation of teachers' observation and evaluation of pre-children's maths development level by interviewing and observing,and analysed the information collected.It showed that three main approaches are employed in the teachers' observation and evaluation of pre-school children's maths study developing level,i.e.,observation,communication and feedback.during which problems occurred,such as aimless observation,being unable to interprete children's behaviors,being descriptive evaluation oriented,and only focusing on the study outcome etc,and puzzles exist such as not knowing how to observe,inaccurate interpretation,lack of evaluation standard and insufficient follow-up support.Currently,it has become a tricky practical problem to be solved for preschool teachers to improve their ability to observe,interprete and evaluate preschool children's maths study and development level,while effective improvement of question proposing can directly promote the quality of teachers' daily education activities.Therefore,this paper conducts an action research on improving teachers' observation and evaluation of preschool children's concept of figures by cooperating with frontline preschool teachers,so as to improve teachers' ability of observing and evaluating preschool children's concept of figure on one hand,and to figure out the proper approaches and models for teachers' observing and evaluating preschool children's maths development level for teachers to follow.This action research cooperates with a model kindergarten of provincial level inHeilongjiang.An action research team was formed by the researcher and 10 other frontline preschool teachers.After forming the team and establishing the research scope,two aspects of study and research are conducted in the action implementation period---One is the study of preschool children's theoretical knowledge of maths,including the content system study in mathematical field and the study of development track of preschool children's concept of figures.Combined with “The Guide”,the American COR evaluation system and plenty of observation practices,the research has designed and constructed the continuousl development level gradient as the evaluation tool;The other is the study of observation method and evaluation method,observing and evaluating preschool chidlren's development level of concept of figures in the practical process.Teachers' confusion and progress are demonstrated in the form of reflection diaries in the process,and the effect and influence of the action research are summarized,including some shortcomings,and the relevant conclusions and suggestion are proposed in the end.