A Study Of Preschool Teachers’ Evaluation Literacy In District C,Kunming

Under the background of educational evaluation reform in the new era,preschool teachers are given more expectations,and evaluation literacy has become the due meaning of implementing evaluation reform.However,the existing studies pay insufficient attention to it,and have a simple understanding of what kind of evaluation literacy preschool teachers should have.Based on the relevant theoretical basis,this study constructs the evaluation literacy structure of preschool teachers,which is composed of four dimensions and 20 sub dimensions of evaluation attitude,evaluation consciousness,evaluation knowledge and evaluation skills,and adapts the questionnaire of evaluation literacy of preschool teachers in C District of Kunming.The evaluation literacy of 446 preschool teachers in C District of Kunming was investigated by questionnaire and interview.The current situation,characteristics,influencing factors,development difficulties and needs of preschool teachers’ evaluation literacy in the district were analyzed,and recommendations were made in a targeted manner.Through the analysis of the current situation,it is found that the evaluation literacy of preschool teachers in this area shows: the overall evaluation attitude is positive,but there are some deviations;The evaluation consciousness is strong as a whole,but some are deficient;The evaluation knowledge base is weak and lack of systematicness;Insufficient evaluation skills and weak practical execution;The evaluation experience is uneven and the effectiveness is uneven.The research further analyzes the factors affecting the development of preschool teachers’ evaluation literacy from four levels.It is considered that the level of preschool teachers is mainly affected by their own evaluation literacy reserve,evaluation experience,their own professional development needs and consciousness;The level of kindergarten is mainly affected by the characteristics of kindergarten work,Kindergarten Evaluation atmosphere and resource support;The level of education related departments is mainly affected by the importance of policies on preschool teachers’ evaluation literacy,pre service training,post service special training and other factors;The social level is mainly affected by the public’s traditional educational concept and evaluation model.Finally,based on the real dilemma and needs of the development and improvement of preschool teachers’ evaluation literacy,the author believes that we should guide the joint efforts of multiple parties to promote the development of preschool teachers’ evaluation literacy.First of all,teachers themselves should try to improve their evaluation literacy by establishing a correct concept of evaluation literacy development,enhancing their awareness of professional development and strengthening independent learning,and enriching their own evaluation experience and practical experience.Secondly,kindergartens should construct a support system for the development of teachers’ evaluation literacy by providing in-garden development support and normalizing evaluation,constructing an in-garden teaching and research-learning community,and actively improving evaluation culture.Third,education-related departments should provide external support for the development of preschool teachers’ evaluation literacy by deepening the connotation of preschool teachers’ evaluation literacy in relevant standards,improving the curriculum of preschool education evaluation in pre-service training,and optimizing the training system of evaluation literacy development in post-service training.Fourth,the social level should support the development and improvement of preschool teachers’ evaluation literacy by guiding the public to accurately grasp the connotation of quality education in scientific education,updating the public’s education evaluation concept to deeply promote education evaluation reform,and creating a scientific education evaluation environment.