Developing Evaluation In The Use Of The Concept In Practice

This research focused on how to applied the concept of developmental evaluation into play-balls activities. Cooperate with a kindergarten teacher , the researcher collected the data by recording the activities and interviewing the teacher. By collecting, collating and analyzing these first-hand materials, researcher reveals the significance that the concept have on the teaching practice. Meanwhile, this research also discussed the professional growths of the teacher and the constraints occurred when the concept was put into practice.By the description of the 10-times teaching activity, the research displays a vivid and lively scene of how to apply the concept to the play-balls practice, which reflects how the ability of play-balls activity and the learning activity development. At the same time, through the discussion with the cooperation teacher, the researcher reflects the specific confusion she encountered in the process of research and how we thought and solved the problem.Looking back on the whole process of the research, we focus on the following three topics for discussion. The first is to discuss the significance that the concept have on the practice, mainly as follows: The change of the choice of the teaching goal from a general movement-oriented goal to a specific multiple-target one; of the teaching content from the teaching-oriented to the children-oriented; of the teaching strategy from teachers' intuitive judgment to rational analyze; of the teaching forms from a single one to a optimized combination of a variety of means. Secondly, the researcher hoped to study the professional progress that the cooperation teacher made in this case, mainly as follows: the construction of practical knowledge, the change of the concept of education and the improvement of the reflection capabilities. Finally, the researcher discusses the factors which impact the effect that the concept have on the teaching practice. From the teacher's angle, the main factors as follows: the knowledge of subject, the ability of transforming the education knowledge, the ability of reflecting on teaching, the capability of teaching monitoring.