Kindergarten Teachers Use "Learning Story" Status And Countermeasures

Preschool development evaluation plays an important role in kindergarten education,which is to improve the quality of preschool education,and is also an important way to promote the positive interaction between children’s development and learning.Parents and educators can understand the real development of children through this formative development evaluation model,so as to adopt correct education strategies."Learning Story" assessment method is advocated by the views on children was associated "young children are confident and capable learners and communicator",attaches importance to the child’s strengths and interests in the process of development,using " take long type " evaluation of language,pay close attention to children’s ability to learning behavior,provide support and help for the further development of young children.Rational use of the "learning story" evaluation method is very beneficial to the development of children.Based on the existing theoretical research,this paper takes S kindergarten in luliang city as an example,selects 10 teachers of S kindergarten to conduct interviews,and collects 62 "learning story" cases.Based on the contents of interviews and cases,this paper analyzes the current situation of kindergarten teachers’ use of "learning story" evaluation method,and further discusses the problems existing in the process of teachers’ use of "learning story" evaluation method on the basis of the current situation,in order to provide some Suggestions and strategies for teachers to better use of "learning story" evaluation method.This paper consists of five parts:The first part:introduction.This paper analyzes and expounds the reasons of the topic selection,the purpose and significance of the research,the relevant contents of the evaluation of children’s development,and the related research on "learning stories" at home and abroad.On the basis of summarizing related theories at home and abroad,the research ideas and methods are further explained.The second part:the teacher’s application of "learning story" evaluation method.Through the analysis of interviews and cases,this paper analyzes the status quo of teachers’ understanding of the evaluation method of "learning stories" and its practical application.The practical application of "learning story" evaluation method is illustrated from three aspects: "attention","recognition" and "response",so as to comprehensively understand the current situation of teachers’ application of "learning story" evaluation method.The third part:the problems in the application of the "learning story" evaluation method.Through the analysis of the status quo of the "learning story" evaluation method,the problems in the application process of teachers are found out.Specifically include: the observation record ability of teachers needs to be improved;The frequency of "learning stories" in group activities is low;Teachers’ evaluation of learning behavior is not enough;The main body of identification is teachers,which is relatively single.Teachers pay less attention to children’s mental tendency.The response lacks more supporters;The way of response is not specific enough and lacks pertinence.There is a lack of response in the "learning story" case.The fourth part: the relevant countermeasures of teachers’ use of "learning story" evaluation method.This paper proposes relevant countermeasures for teachers to use the "learning story" evaluation method through horizontal and vertical dimensions.The horizontal dimension includes the teacher aspect,kindergarten aspect,as well as the parent and the child aspect proposed the correlation countermeasure.The fifth part: the shortcomings of this study and the further research direction.This part summarizes the problems and shortcomings in this study,and on this basis,the next step of the research direction.