Investigation And Research On Children Development Evaluation Literacy Of Preschool Teachers

It is an important way to promote preschool teachers to train high quality,professional and innovative teachers to improve their evaluation quality of child development.At present,preschool teachers’ evaluation attitude is positive but children’s position is missing,the way to collect information of evaluation knowledge and the interpretation of children’s experience needs to be optimized,the evaluation ability is proficient in implementing the evaluation plan but the communication and application of the results are not effective.Therefore,this study tries to build a framework structure for the evaluation literacy of preschool teachers’ child development.Methods such as observation,questionnaire and interview are adopted to explore the current situation of the evaluation literacy of preschool teachers’ child development in T City.The research views are summarized as follows:First of all,from the perspective of content analysis,the content of preschool teachers’ child development evaluation literacy is elaborated.Based on the theory of Ecosystem theory,this paper constructs the framework of the evaluation literacy of preschool teachers’ child development,and proposes that the evaluation literacy of preschool teachers’ child development is composed of three dimensions:evaluation attitude,evaluation knowledge and evaluation ability.This paper analyzes the survey results of preschool teachers’ child development evaluation literacy.From the compilation of research tools to the analysis of results,the formation and testing of questionnaires,the classification of interview objects,the arrangement of interview questions,and the presentation of the results of field observation and research are introduced in detail,and the current situation of the evaluation of preschool teachers’ child development literacy is described.Secondly,the author analyzes the factors that affect the evaluation literacy of preschool teachers’ child development.From the teacher’s own factors,kindergarten factors to social factors,from micro to macro analysis.Teachers’ own fear of evaluation,not able to evaluate,unwilling to evaluate,the kindergarten level of "three attention" and "three neglect",the social level of the evaluation system and teacher training system to be improved and other factors have an impact on teachers’ child development evaluation quality.Thirdly,some suggestions are put forward to improve the evaluation quality of preschool teachers’ child development.Relying on teachers’ internal forces,from the three steps of observation and evaluation,tools and methods,support and guidance,to the external force of kindergarten,plus the support from the social level,to provide external support for the assessment of children’s development quality of preschool teachers,and take multiple measures at the same time,effectively improve.