Research On The Problems And Improvement Countermeasures Of Teachers’ Evaluation In Role Plays In Rural Kindergartens

Role plays is an important way to cultivate children’s autonomy and independence,It is an effective way to exercise children’s early social communication ability.which is of unique value to the improvement of children’s comprehensive quality.The evaluation of children by teachers is a critical connection in role plays,and it has a direct impact on the quality of the plays.Rural areas have weak educational foundation,lack of economic resources,and the development of preschool education lags behind for a long time.There are many problems in teachers’ evaluation in role plays,which restricts the improvement of the preschool education level.In-depth observation and analysis of rural preschool teachers’ evaluation is of great significance to promote children’s physical and mental development and preschool teachers’ professional growth.According to the practical characteristics of teachers’ evaluation,this paper studies the evaluation of preschool teachers by literature method,observation method,interview method and case study method.A rural public kindergarten of a county in Guangxi was selected for one month’s field observation.In the process of observation,preschool teachers were randomly interviewed,and the whole process of role plays was recorded by audio or video.Finally,the collected data were summarized and analyzed.The research found that there were six problems in teacher evaluation in the role plays of rural kindergarten: firstly,teachers’ evaluation objects were not well balanced;secondly,The evaluation content of rural preschool teachers is one-sided;thirdly,Rural preschool teachers’ evaluation is too negative;fourthly,rural preschool teachers’ evaluation time is not properly grasped;fifthly,the language evaluation of rural preschool teachers is vague;sixthly,rural preschool teachers’ evaluation attitude is relatively negative.Focusing on the problem,Bourdieu’s field theory was used as the theoretical tool of cause analysis,and attribution analysis was carried out from three dimensions of "field","habitus" and "capital".The results showed that the teacher evaluation was disturbed by the "field" : the education administration added extra burden to teachers and restriction was existing in the rural kindergarten evaluation system;then,teacher evaluation was influenced by "habitus" : the autocratic evaluation concept of rural preschool teachers and the task first evaluation thinking of rural preschool teachers;what’s more,teacher evaluation was restricted by "capital" : the lack of evaluation ability and emotional cultivation.Finally,combined with the attribution analysis of Bourdieu’s field theory,this paper puts forward the countermeasures to improve teachers’ evaluation behavior in the role plays of rural kindergartens from three aspects:strengthening teachers’ field guarantee,change teachers’ evaluation habits and improving teachers’ cultural capital,that is,adhering to the origin of teachers’ work;establishing a diversified evaluation system for rural kindergartens;continuously reforming the evaluation concept and activating evaluation thinking of rural preschool teachers,strengthening teachers’ post training and improving teachers’ emotional cultivation.