Research On The Status Quo Of Teachers' Instant Evaluation Behavior In Collective Teaching Activities In Kindergarten Middle Class

The evaluation behavior of kindergarten teachers is the focus of research in the field of preschool education.Many scholars and experts have conducted researches from different perspectives and obtained rich research results.The immediate evaluation behavior of preschool teachers is a subset of the teacher evaluation behavior,and is one of the important factors to promote the development of the teacher-child relationship.Therefore,this study takes the immediate evaluation behavior of preschool teachers as the entry point to explore the status quo of the immediate evaluation behavior of teachers in the collective teaching activities of middle class.Using the method of observation and interview as the research method,six teachers and 65 children in three middle classes of a kindergarten in shenyang were selected as the research objects,and the status quo of teachers’ immediate evaluation behavior in the collective teaching activities of middle classes in kindergarten was investigated and studied.During the three-month observation period,the author mainly observed and recorded the teachers’ real-time evaluation behavior in the collective teaching activities of the middle class.The results show that in the process of collective teaching activities in kindergarten,the distribution of teachers’ real-time evaluation behavior is not equal in all fields and links.The emotional input of teachers’ immediate evaluation behavior was mostly neutral.The content of teachers’ immediate evaluation behavior is mostly non-learning behavior.Teachers often use verbal evaluation when making immediate evaluation of behaviors.According to the observation of the status quo and the results of the author’s interviews with teachers,the author found that there are four problems in the immediate evaluation of teachers in the collective teaching activities of the middle class.Teachers’ immediate evaluation showed low positive affective involvement;The content of teacher immediate evaluation is not comprehensive and the method of teacher immediate evaluation is single.The reasons for the existing problems are as follows: teachers ignore the role of observation in immediate evaluation;The role of self-evaluator is ambiguous for teachers;Teachers’ cognitive level of immediate evaluation behavior is low;Teachers lack the educational wit of instant evaluation.According to the existing problems and causes of teachers’ immediate evaluation behavior in the current collective teaching activities of middle class,the author puts forward fouroptimization Suggestions: teachers should improve their ability to observe children in a multi-dimensional way;Teachers clearly define the role of their own evaluators;Teachers learn instant evaluation knowledge through diversified approaches.Teachers develop instant evaluation of educational wit.