Action Research To Improve The Participation Of Children In Camp Plays Evaluation

The diversification of evaluation subject has become the development trend of kindergarten play evaluation.Children gradually change from passive evaluation object to active evaluation subject.However,most of the current studies on the evaluation of children’s participation in plays are based on theoretical discussions and appeals.In practice,this topic has not been paid enough attention and effectively solved.For example,in the evaluation of camp plays in A kindergarten in H City,there are problems such as children’s lack of enthusiasm,single way of participation and low degree of participation.Therefore,on the basis of sorting out relevant literature,the researcher discusses with practical research groups to explore how to improve children’s participation in camp plays evaluation,and tries to summarize teacher support strategies for children’s participation in camp plays evaluation.The researcher adopted the interpretive action research paradigm,comprehensively applied these three research methods: literature analysis,observation and interview,went deep into the practical situation of A kindergarten,and carried out a six-month action research.In order to better fit and reflect the situational and generative nature of the interpretive action research,this study took small cycles as the unit to solve the problems faced in practice more flexibly,then a total of six cycles were carried out.Cycle one arouses children’s willingness to participate in evaluation by optimizing children’s evaluation methods,evaluation opportunities and reward mechanism;Cycle two solves the problem of insufficient language for children to participate in evaluation by optimizing teachers’ questioning and evaluation language and providing peer support;Cycle three is to support the construction of children’s participation in evaluation content to promote children’s deeper participation in evaluation;Cycle four ensures children’s regular participation in evaluation by optimizing daily life process and evaluation methods;Cycle five maintains children’s enthusiasm to participate in the evaluation by adjusting the evaluation content and making their own evaluation form.Cycle six focuses on the participation of marginalized children through one-to-one communication and "child-young" pairing.Based on the reflection of the previous cycle,each cycle determines the key problems to be solved through literature review and the common concerns of multiple subjects in practice.Through six rounds of action cycles,the opportunity of children’s participation in camp game evaluation develops from unbalanced to balanced,the way of children’s participation gradually turns from single to multiple,the emotion of children’s participation spirals from negative to positive,the degree of children’s participation turns from "non-participation" to "substantial participation",and the language of children’s participation turns from vague to specific.At the same time,children actively participate in the evaluation of camp games,which provides valuable suggestions for the optimization of the physical environment of camp games.And the main participants in the study also experienced some positive changes in action.Finally,based on the combination of practical actions and theoretical thinking,the researchers initially constructed a teacher support system for children’s participation in camp game evaluation from five aspects: sustained emotional drive,diverse experience links,friendly evaluation methods,reasonable time planning and respecting the rules of children’s participation.Combined with the results of the study summed up the children’s participation in camp game evaluation to promote the development of children’s internal path.