Study On Localization Design And Application Of Learning Story Evaluation Method In Kindergarten Science Activities

Scientific inquiry activities can help children improve their understanding of the world around them and themselves.Children in the process of actively invest in science learning about scientific inquiry activities not only to accumulate experience and master the scientific methods and skills to resolve the problem,also can gradually in the process of exploring the cultivation of scientific spirit and scientific literacy can be enhanced greatly,develop good study quality,find problems and solve the problem of speed,so as to benefit for life.Teachers’ evaluation ability,level of careful design and content organization and implementation,and mastery of children’s science learning rules are all directly related to the quality of kindergarten science activities.Learning story evaluation system from the perspective of appreciation to dig children "tiptoe can get" and learning quality flash point,in order to promote the development of the recent development area;At the same time,it emphasizes the deep understanding of children,the cultivation of children’s learning quality and the belief of pursuing excellence.Currently,the frequency of using learning stories in scientific inquiry activities in kindergartens is low,and there are many defects in the localization process,indicating that the awareness of evaluation of front-line teachers needs to be improved and the evaluation content needs to be clear.Based on this,this study decided to explore the process of localization design of learning stories in scientific activities,so as to overcome the problem of "inadaptability between Chinese and Western cultures" and find an evaluation tool suitable for preschool teachers in the first line of time.The first thing to be done in this study is to collect relevant information about localization of kindergarten science activities and learning story evaluation method,conduct side searching and digging and get to the bottom of it,and further clarify research questions,specific ideas and application of research methods on the basis of learning from existing research.Through sorting out the learning story and literature related to kindergarten science education,its "connotation" is enriched in science education activities;And the "when in Rome,do as the Romans do" can also be in the local kindergarten practice in the height of "inclusive" confirmed,in the full understanding too study story evaluation related research results at home and abroad and the kindergarten in the actual story about learning in our country due to the culture does not adapt to the evaluation method in the implementation of the dilemma,on the basis of localization evaluation "" learning evaluation method is put forward,At the same time,the localization value of learning story evaluation method is clearly defined,which provides a foothold for this study.This paper expounds the significance of this research and the existing research status,and carries on the scientific research design according to the theory.Then the connotation and significance of the localization of learning story evaluation method are explained.To interpret the connotation and requirements of kindergarten parenting development evaluation,deepen teachers’ understanding of the concept of learning story evaluation method,improve teachers.The level of evaluation and appreciation.It clarifies the theoretical basis of localization design of learning story evaluation method in scientific activities,and introduces situational learning theory,humanistic theory and developmental evaluation theory.After sorting out the existing research,the core keywords of this study are proposed and their concepts are defined,and the important promotion value of the application of learning story evaluation method in kindergarten science education activities for the development of children,teachers,parents and kindergartens is reiterated.Then,interview kindergarten teachers,review the status quo of learning story evaluation method,find and extract the problems existing in the application process of learning story evaluation method for kindergarten teachers,and analyze the problems according to the dimension.It is found that there are some problems,such as difficulties in evaluation,emphasis on improving scientific knowledge,inappropriate response to the situation of children in kindergartens,less reliance on local resources and lack of innovation.The main reasons are cultural conflict,content understanding deviation,unclear grasp of development characteristics,lack of complementary mechanism and assimilation.Sums up the present situation and the study on the implementation of kindergarten teacher evaluation story essential request of the evaluation method and the starting point,the gap between the current kindergarten teachers need what story and is in line with the garden practice learning evaluation method for reflection,reinterpret and clear learning story the core values of evaluation method and evaluation elements and structures.Finally,based on the understanding of the relevant theories and development of the learning story evaluation method,combined with the current situation of the practical application of the kindergarten learning story evaluation method,the construction of a kindergarten based on the reality of the children’s learning story evaluation table.First of all,it is necessary to define the principles and basic positions of the localization design of the learning story evaluation method.Secondly,it is necessary to design a development-oriented content system of the evaluation of the learning story for young children,and clarify the basic structure and content elements of the learning story evaluation method.Finally,it is applied in the practice process of kindergarten,and it is found that it plays an important role in promoting the improvement of teachers’ evaluation and practice ability,the all-round development of children,and the good communication and cooperation of their homes.