A Case Study Of Teachers’ Immediate Evaluation Behavior In Kindergarten Middle Class Regional Activities

Instant evaluation is an important part of kindergarten education evaluation and one of the main evaluation methods for teachers to evaluate children.As one of the most interesting activities for children,regional activities are an important part of kindergarten education.For children in middle classes,the content and method of teachers’ immediate evaluation behavior in regional activities directly affect the operation effect and quality of children’s games,and are related to the development of children’s autonomy.Middle-class children are gradually familiar with the environment of kindergartens,and begin to experience the joy of playing games independently in regional activities.They are lively,active,eager for knowledge,willing to communicate with teachers,and enhance their ability of active exploration and cooperative learning.However,their awareness of social rules is weak,and their self-concept is not yet mature.In order to promote the smooth development of kindergarten middle class regional activities,give full play to the educational value of regional activities,and arouse teachers’ reflection on immediate evaluation behavior in regional activities,this paper studies the case of immediate evaluation behavior of middle class teachers in regional activities.In this study,three teachers in a class in a public first-class kindergarten in a city were selected as the object of case study of immediate evaluation behavior.By sorting out the observation data of immediate evaluation behavior of three teachers in regional activities,analyzing typical cases and interviewing three teachers,the characterization content,characterization form,influencing factors and generation path of immediate evaluation behavior of middle class teachers were studied,and then targeted optimization suggestions were put forward.By observing,sorting out and analyzing a large number of cases of real-time evaluation behavior in the regional activities of three teachers in W Kindergarten,it is found that the content of real-time evaluation behavior in the regional activities of middle shift teachers mainly revolves around five dimensions: cognition and development,rule compliance,performance and creation,peer communication,emotion and attitude,and the characterization content of teachers’ real-time evaluation behavior is multi-directional,autonomous and real-time.Through combing the typical cases of immediate evaluation behavior of three teachers in the team in W Kindergarten,it is found that the three teachers’ immediate evaluation behaviors are characterized in different forms,namely,praise-type immediate evaluation behavior,comment-type immediate evaluation behavior and suggestion-type immediate evaluation behavior.On the basis of this conclusion,combined with the basic information of the three teachers,their educational ideas and the characteristics of regional activities in middle classes,it is found that teachers’ teaching years,life experiences,the age characteristics of children in middle classes and the educational characteristics of regional activities will all influence the generation path of teachers’ immediate evaluation behavior in regional activities,and finally form different immediate evaluation behavior patterns of teachers in regional activities.According to the results of case analysis,this paper extracts the excellent experience of immediate evaluation behavior of three teachers in regional activities,which can be used for reference by educational researchers and educators,and analyzes their shortcomings.On this basis,it puts forward some optimization suggestions for kindergartens and teachers:kindergartens should deepen teachers’ understanding of immediate evaluation while establishing an effective regional activity evaluation mechanism;Teachers should pay attention to in-depth analysis and learn the skills of teachers’ immediate evaluation in observation activities in their daily work;Evaluate and reflect on regional activities in time.Finally,on the basis of some achievements in this study,there are still many problems that need to be improved,such as expanding the sample size of current situation investigation and increasing the observation time;Have a deeper understanding of the middle class teachers.