The main participants in kindergarten curriculum implementation are kindergarten teachers, principals and parents, so the evaluation effect of kindergarten curriculum focuses on the changes and development of these four types of people in this process.

The first section? Kindergarten development evaluation

First, the evaluation of curriculum implementation and children's development

It is pointed out in the outline that in order to promote the development of every child. It emphasizes the developmental purpose of preschool education evaluation. Therefore, whether to promote children's development is an important basis for investigating the implementation of kindergarten curriculum.

Guiding principles for the development of NAEYC:

1. The evaluation should be related to the planned courses, goals and objectives.

2. Evaluation should benefit children by adjusting the curriculum or personalized guidance.

3. Evaluation of children's development in various fields should be based on teachers' observation and listening to children every day.

4. Assessment is used to support children's learning and development for individuals and groups to plan and communicate with their parents.

5. Evaluation includes regular and periodic observation of children's behaviors in various environments.

6. Evaluation depends on the procedures that reflect children's typical activities and avoid putting children in unnatural situations.

7. Evaluation is based on children's performance in real activities, not human activities.

8. Evaluation needs to use a series of tools and procedures, such as children's works, teachers' systematic observation records, conversations with teachers, and children's horizontal and vertical progress records.

9. Assessment recognizes the diversity of learners, and allows differences in learning style and speed among learners, as well as differences in English and mother tongue abilities.

10. Evaluation supports children's development and learning, and does not pose a threat to children's psychological safety or self-esteem.

1 1. Evaluation supports the relationship between parents and children, and does not undermine parents' trust in their girls or their own abilities, let alone belittle their family culture and language.

12. Evaluation confirms the overall progress and advantages of children, not what they can't do or don't know.

13. Evaluation is a basic part of a teacher's role, and the teacher is the first evaluator.

14. Evaluation is a process of cooperation between children and teachers, teachers and parents, schools and communities. The information obtained from the evaluation should be presented in a language that parents can understand, so that parents can share the evaluation information with teachers.

15. Evaluation encourages children to participate in self-evaluation.

16. The evaluation reveals what children can do independently with the help of others.

17. Every child's information about growth, development, learning and harmony should be collected and recorded regularly and systematically to guide communication between parents.

18. A normal process of transmitting information about children's growth, development and performance with teachers and parents provides information about meaningful treatment methods, rather than letters or numbers.

Second, the evaluation index system of children's development

1. Construction of evaluation index system for children's development. The structure of the evaluation index system of children's development is generally pyramid-shaped. We decompose the overall goal of children's development into three levels step by step, namely, evaluation index. The form is to decompose the overall goal of evaluation into several first-level index elements, then decompose the first-level index elements into several second-level index elements, and then decompose the second-level index elements into several third-level index elements.

2. The content of the evaluation index system of early childhood development. The specific contents of indicators at all levels mainly include several aspects of physical fitness, which are further refined at different levels.

The "Colorful Spectrum Program" in the United States has established an evaluation system for children's development, in which * * * contains the principle of 12:

1. Children's development fields-physical, social, emotional and cognitive-are all related.

2. Development is carried out in a relatively orderly order, and what has been acquired is combined with the ability, technology and knowledge acquired later.

3. The development among children is unbalanced, and so is the functional development of children in different regions.

4. The effect of children's individual development changes with the accumulation or delay of early experience, and the key period is the existence of specific types of development and knowledge.

5. Development is more predictable, complex, organized and internalized.

6. Development and learning exist in different societies and cultures and are influenced by them.

7. Children are active learners, who not only directly absorb natural and social experiences, but also transmit culture to establish their own understanding of the world.

8. The interaction and environment between the causes of development and learning and biological maturity, including the natural and social world in which children live.

9. Games are children's social games. Children are allowed to develop in every region, and the types of games that children participate in in the field of integration depend on their development level.

10. When children have the opportunity to practice the newly acquired technology, development can be carried out when the challenge is only slightly higher than their current level.

1 1. Children learn different models through demonstration and show different methods they know.

12. Children develop and learn better in safe and recognized communities. They actually need to be catered to and have a sense of psychological security.

Third, the evaluation method of children's development.

The most important way to evaluate children's development is teachers' observation. Auxiliary methods and means include tests and questionnaires.

(A) observation method

1. Daily observation method.

2. Routine observation.

(2) Test method

(3) Questionnaire survey method

Children's growth record bag

1. Contents of children's growth record bag

(1) The basic content of the growth record bag is children's original works.

(2) Other contents in the growth record bag: including the evaluation of the work by teachers and children's peers, the teacher's observation, notes, tests and other records of the child's growth process.

2. Evaluation method using growth record bag

(1) Children's self-evaluation. Let the children tell their favorite reasons, and the teacher will help record them in the portfolio.

(2) Teacher evaluation. Children's works, self-evaluation and teachers' continuous observation materials in the growth record bag not only record children's development achievements, but also reflect children's development process.

3. Flexible use of evaluation methods. Children should be comprehensively evaluated in a variety of flexible ways.

In a word, children's growth record bag can be used for formative evaluation and summative evaluation.

NAEYC's alternative evaluation method for children

1. Game-based evaluation: First, observe children in natural situations; Second, it is easy to establish a friendly and cooperative relationship between testers and children; Third, evergreen elasticity depends on children; Fourth, parents can participate; Fifth, get a lot of information; Sixth, pay attention to the advantages of children; Seventh, link evaluation with educational intervention; The main disadvantage of this method is a waste of time.

2. Interview: The interview method is very flexible. Interviewers can consult, guide and adjust different aspects of the same question in depth, interview the question directly, get a clear answer and collect as much information as possible. When a child is confused about a question, the interviewer can change the wording of the question to get the child's response.

3. Follow-up study and evaluation. Observing the information obtained can also show the effect of children in the form of documents.

4. Media technology. Including the movie era, capturing important information and forming information documents for young children.

5. photos. Write the title on the photo, put the date in the same folder of your child, and quickly write down the questions you want to ask your child about this photo to elicit evaluation information.

6. Video tape. Video the child's behavior for observation and discussion between teachers and between teachers and parents.

7. Audio tapes. The name, date and classroom location of the observed children should be recorded first, and the tape recorder should be placed at the table near the children. The observer commented gently on the child while observing.

Part two? Teacher development evaluation

I. Curriculum implementation and teacher development

(A) the educational significance of curriculum development

It is to emphasize that education should reflect its own purpose, and regard every life experience and life experience and lifelong development in educational activities as the core connotation of its own purpose, rather than simply using them as tools. In the process of education, teachers pay attention to the development of students and implement all the goals of the course for the growth of students. The only way to prevent teachers from getting tired of their work is to make education a part of a complete life. Take the lifelong development of teachers as one of the ontological meanings of education.

(B) the significance of curriculum implementation for teachers' development

We need to turn the process of curriculum implementation into the process of teacher development. It is emphasized that the development of curriculum development ability is the requirement of teachers' development, and the cooperation of teachers in the teaching process is emphasized. Teachers and parents' community members are more cooperative, and teachers tend to become an ecological process, which puts forward new requirements for teachers' working methods. Teachers are required to regard the teaching process as a research process and shape themselves into research-oriented teachers.

Second, the content of teacher development evaluation

(A) changes in the concept of curriculum

Teachers' view of curriculum is different from their understanding of curriculum. The renewal of ideas cannot be a pure new word, nor can the process of instilling new knowledge and developing evaluation of teachers rely solely on paper-and-pencil tests. It is necessary to combine new curriculum knowledge, curriculum policies and norms with teachers' basic emotional tendencies towards education, so as to combine them with teachers' daily teaching activities and behaviors, guide them to produce new value orientations in the conflict between old and new concepts, and find action methods to solve inner conflicts through comparison.

(B) to improve the ability of curriculum implementation

The new curriculum means a new set of curriculum ideas and new ways of behavior. Teachers must express themselves through external behaviors. We can change the comparison of concept evaluation between natural and random behavior by writing teachers' personal reports and reflections. In the early stage of curriculum reform, teachers' behavior changes are sometimes manifested in the teaching design stage, and they are more in contact with their peers or parents, which may not be very balanced or complete in controlling the teaching environment. Therefore, evaluators should be well prepared and use the evaluation results to make diagnostic suggestions to teachers to help teachers fully understand their work and promote their development.

(3) the change of professional attitude. To evaluate teachers' professional attitude, we must combine the evaluation process with teachers' actual work, and parents and peers are the most effective evaluators.

(d) the improvement of teachers' professional ability.

American National Teacher Certification (1994) A professional teacher should have the following abilities:

1. Often provide families with information about their children's learning situation and effects.

2. Involve parents and families in the educational process.

3. Join professional organizations.

4. Voluntary participation in school and community activities.

5. Use community resources to promote students' learning.

6. Establish a system that can record students' progress information.

7. Always represent students.

8. Be able to assess your career growth and actively seek career development opportunities.

9. Become a cooperative member of the school community.

China's "Regulations on Kindergarten Work" has specific requirements for teachers' occupation:

1. Observe and understand children, formulate and implement the education work plan according to the national curriculum standards for children and the specific situation of children in this class, and complete the education task.

2. Strictly implement the guidance of kindergarten safety and health care system and cooperate with nurses to manage the lives of children in this class and do a good job in health care.

3. Keep in constant contact with parents, understand the educational environment of children's families, discuss educational measures in line with children's characteristics, and cooperate with parents to complete educational tasks.

4. Attend seminars on business learning and early childhood education.

5. Report to the director regularly and introduce his inspection and guidance.

Third, the evaluation method of teacher development.

search one's heart

There are two main methods: one is the teacher's personal self-reflection, and the other is the self-reflection based on collective discussion.

Kindergarten teachers have the following ways of self-reflection in their daily work:

1. Postscript of teaching activities. In the daily work of teachers, the success or failure of activities is generally recorded and the reasons are analyzed.

2. reflect on the diary. Record your own practice and thinking at work, and record other people's work events and your own opinions in the form of essays.

3. Case study. In view of the real and typical events in teaching, with specific problems and rich information as the anti-silk material, teachers can analyze them from various angles such as educational thoughts, educational strategies and educational methods, so as to promote teachers' reflection, educational concepts and improvement of educational methods.

(2) Special investigation

1. Writing style test. Give a teacher a topic, and let the evaluation object express freely, so as to examine the teacher's thoughts and attitudes, such as evaluating the teacher's understanding of the curriculum concept and attitude towards curriculum reform, what changes have taken place in your understanding of the curriculum, and how do you embody the curriculum in daily educational activities? Talk about your satisfaction and dissatisfaction with the implementation of kindergarten curriculum, and whether you have confidence in the success of curriculum reform in our park, and give relevant reasons.

2. Special interview. Communicate with teachers, record teachers' expressions, reactions and language expressions, and judge and identify teachers' ideas, emotions, attitudes, nature and degree.

(3) Micro-evaluation of working methods.

Take turns to teach through the evaluation object. Shoot the video, then play back the video, and watch it together with the evaluator. Finally, conduct self-evaluation, peer review or expert review.

The specific steps are as follows: 1. Prepare the equipment, 2. Determine the content of shooting evaluation, 3. Complete the filming of the activity process, 4. Carry out evaluation (the evaluation object introduces its own activity design intention and activity goal, and the main means and methods adopted; Ningbo delicious evaluation object activity video; Description of evaluation results and recommendations).

The outstanding advantages of microteaching evaluation are: first, it has strong pertinence, comprehensively evaluates teachers' work, and decomposes the complex work process into several one-way contents, such as teaching skills, theme design of an activity, a link in an activity, etc. Second, the evaluation feedback is objective and accurate. This evaluation has become a process that really promotes teachers' self-reflection, self-education and self-growth.

(4) Analysis of works

1. Daily work analysis. Including teachers' work plan, activity plan, environmental design, making teaching toys, etc.

2. Teaching and scientific research achievements. On the one hand, we should sort out the number and publishing level of works, on the other hand, we should make it clear that kindergarten teachers' teaching and research is a practical action research, which is to improve their teaching work, and the purpose is not to achieve results.

(5) Use the feedback information of other participants.

1. Feedback from children. How do teachers deal with the problems that children encounter in the activities organized by teachers? Investigate the good relationship between teachers and students, judge teachers' ideas and abilities in actual teaching activities, and investigate children's love for teachers and their interest in organizing activities.

2. Feedback from colleagues.

3. Feedback from parents.

Managers can fully understand teachers' teaching attitude and their ability to implement courses through various understandings and investigations, which is an effective means to promote teachers' development.

Section three? Parental development assessment

First, parents participate in the course.

On the one hand, parents' participation in kindergarten curriculum is related to the improvement of parents' educational awareness, on the other hand, it is also related to the improvement of parents' right to speak because of the increase in investment in kindergarten.

In the west, parents' participation is very important, especially in the field of early childhood education. They pay great attention to the following points:

1. Seek parents' participation. Including parent-teacher conferences, parent-teacher conferences, parent committees and parent opinion surveys, student exchange meetings, one-on-one discussions between parents and teachers, and presidents and principals.

2. Implement the curriculum system. Parents' participation in teaching through parent committees, communication between parents and teachers, children's interests and expectations, and the application of parents' opinions are all ways to promote parents' participation.

3. Communicate with parents. The booklets made by parents of students mainly include: let's invent my friends and neighbors, let's explore the earth, let's observe animals and bugs, and see our growth, including communication, society/emotion, cognition and sports.

4. Modify the curriculum system. In China, there are several different levels of parental participation. First, parents are providers of children's information, second, parents are supervisors of children's activities, and third, parents are providers of kindergarten curriculum materials. Fourth, parents are participants in kindergarten activities, fifth, parents are providers of children's experience, sixth, parents are evaluators of kindergarten curriculum, and seventh, parents are evaluators of kindergarten curriculum.

We emphasize the importance of parents' participation in the curriculum. Only when parents really become participants in the curriculum can parents really benefit and develop, and kindergarten curriculum can promote the development of children and teachers.

Second, the development of parents in curriculum construction.

(A) Why can parents grow up in the curriculum?

Parents realize their own development by participating in curriculum practice. Parents' participation in the growth of the curriculum can be achieved mainly through the following three aspects.

1. Develop in the process of performing duties.

2. Develop through participation and feeling.

3. Develop in the process of dealing with real problems.

(b) How far is the course from parents?

If a kindergarten is indifferent to parents' courses, it is the sorrow of the kindergarten. We hope that parents can participate in the course and get their understanding, so that parents can actively participate in the deliberation and express their understanding. It is lucky for parents to participate in kindergarten curriculum construction with high enthusiasm, which is the well-being of children.

Third, the way of parents' growth evaluation.

There are three main ways to evaluate parents' growth:

One is cognitive evaluation; For example, the concept of reading, do you think children's reading ability is important? Why do children have to study first? Do you think children should have reading time every day? Do you know what books children like to read? Do you think children need adults to accompany them when they study? Will you accompany the child when he needs it? Do you think children need adult guidance in reading? Why? Is it necessary for your child to talk after reading it? Do you think it's okay to read while talking? Do you allow children to say things beyond the scope of books and add what they imagine? Why? Do you encourage children to write their own books? Why do you buy books for your children and how often do you ask their permission?

The second is performance evaluation.

The third is analysis and evaluation. Coverage includes: family behavior, social behavior and kindergarten behavior.

Four. Participants in parental assessment

The first is the parents themselves. In addition, parents in the same family evaluate each other, and parents in different families evaluate each other very badly. Teachers are keen observers of parents' development. The change of parents can sometimes change the way and quality of family interaction. Children are also important evaluators of parents' development. Children are the direct realistic recipients of parents' development. Children often express their feelings and comments on their parents with their own emotional attitudes.

Personal feelings: By understanding the contents of three chapters: kindergarten developmental evaluation, teacher developmental evaluation and parents developmental evaluation, there are very practical evaluation forms for our reference and reference, which have practical guiding role and are worth learning and practicing.