A Qualitative Research On Teachers' Informal Evaluation Behavior In The Daily Life Of Kindergartens

Informal evaluation is a kind of evaluation mode of timely feedbacks made by teachers in verbal or non-verbal way in the kindergarten's daily life,in the process of the interaction between teachers and children or after children's certain behaviors.Because of its authenticity,individuality and effectiveness,Informal evaluation,conforming to the development trend of preschool education,is widespread in kindergartens.The method of qualitative research is adopted in the study.The study truly presents the present situation of teachers' informal evaluation behavior in kindergarten's daily life through the researcher's observation,record and analysis,and then analyzes the present problems in teachers' informal evaluation behavior,and further explores the influencing factors,so as to put forward the improvement strategies.The first part is the introduction.Starting from the origin of the research,it analyzes the present situation of the research both at home and abroad,and then makes definitions for the purpose of the research and core concepts.It focuses on the research design,including the rational construction of the design ideas,the effective selection of the research objects and the comprehensive application of the research methods.In the second part,the researcher went into the two classes in two different kindergartens for follow-up observation of five months,collecting 1060 informal evaluation records and some teachers' interview records.Based on the three dimensions of informal evaluation in different parts,such as distribution,content and type,the study makes an overall analysis of cases,presenting the true state of informal evaluation in kindergartens.The third part explores the present problems of teachers' informal evaluation in daily life.Firstly,teachers can't truly understand the value of informal evaluation,which leads to uneven distribution in each part;Secondly,the content of informal evaluation is single,presenting the trend of excessively emphasizing routine and result;Moreover,the type of informal evaluation is in disorder,criticism is frequently used and specific praise is ignored.Last but not least,teachers' emotional input is insufficient and the evaluation is lack of incentive.Based on the problems,the study aims to explore the influencing factors behind the problems.From a subjective point of view,the emergence of the problem is closely related to teacher's personal characteristics,value idea,impression,cognitive structure,education idea,and degree of understanding.From an objective point of view,teachers have no time to make an effective evaluation on children because of too much transactional work from their kindergartens.Teachers' post-job training lacks the content of evaluation.Furthermore,the difference of objective situation in evaluation and the obsolescence of parents' education ideas also lead to some problems.The fourth part puts forward the strategies to improve the informal evaluation behavior of kindergarten teachers.Teachers should fully understand the value of informal evaluation,be expert in using non-verbal evaluation and reflect the specificity of evaluation.On the basis of the rational planning of daily rest time in the kindergarten,teachers should balance the distribution of evaluation in every part of daily life.Teachers should set up a correct view of the content of evaluation to make the content of the evaluation more comprehensive and attach importance to the process evaluation and the evaluation of learning quality.Besides,teachers should pay attention to the suitability of evaluation method,use affirmative evaluation rationally and use negative evaluation appropriately.Moreover,teachers' emotional input in the evaluation should be strengthened to make the evaluation more stimulating.At the same time,teachers should make timely evaluation and reflection,and constantly update the evaluation concept.