Research On Teachers’ Written Evaluation Terms In Kindergarten Growth Portfolio

With the continuous development of educational evaluation theory,the research of teacher evaluation language gradually tends to be specialized.As a branch of teacher evaluation language,the written evaluation language of kindergarten teachers is one of the standards for measuring the professional quality of teachers,which mainly exists in the children’s growth portfolio.Since the promulgation of the Kindergarten Education Guidelines(Trial),the growth portfolio has been widely used in kindergartens as a developmental evaluation method.Existing studies have shown that the appropriate and appropriate written evaluation language of teachers in the early childhood development portfolio has important significance for children,teachers and parents,which can not only show the professional quality of teachers,but also allow children to experience success,sense of achievement,build self-confidence,enhance communication between home and school,and jointly promote the development of children.Based on this,this study mainly focuses on the written evaluation terms of teachers in the growth portfolio,aiming to reveal how appropriate the written evaluation terms of teachers in the early childhood development portfolio are.Why? How should it be? It is hoped that it can provide a reference for the use of written evaluation terms for teachers in the kindergarten growth portfolio.This study selected the written evaluation terms of teachers in the growth file bag of kindergarten kindergarten in Chengdu as the research object,mainly using the text analysis method,interview method,literature method and other research methods to understand the actual pattern of the use of teachers’ written evaluation language in the growth portfolio,summarize the problems in teachers’ written evaluation terms,trace the causes of the problems,and put forward suggestions and thoughts to improve the suitability of teachers’ written evaluation terms.This study is divided into four main parts:The first part is the introduction,through the combing and integration of the relevant research done by predecessors,the research purpose,research content and research methods of this paper are established,and the foundation for the development of the research is laid.The second part is the main part of this article,which explores the actual use of teachers’ written evaluation terms in kindergarten kindergarten and kindergarten growth portfolios.Firstly,the basic situation of the development and use of kindergarten kindergarten children’s growth portfolio is introduced.Second,the general use of teachers’ written evaluation terms in the growth portfolio: why write? Who is writing?For whom to write? How to write? Explored;Finally,the specific elements of teachers’ written evaluation terms: the distribution,composition and basic sentence structure,nature and function,presentation mode and content of written evaluation terms are analyzed.The third part examines the problems of teachers’ written evaluation language in kindergarten growth portfolios,and finds that teachers’ written evaluation terms in kindergarten growth portfolios have problems such as general evaluation language,lack of pertinence in content,serious formalization of presentation,lack of developmental evaluation norms in terms and one-sided monotonous content.The reasons are mainly caused by the lack of scientific evaluation management of kindergarten children,the insufficient evaluation ability of kindergarten teachers,and the insufficient suitability of the early childhood growth file bag itself.The fourth part is suggestions and reflections on improving the appropriateness of written evaluation terms.Through the analysis of the previous article,after clarifying the characteristics of appropriate teachers’ written evaluation terms in the early childhood development portfolio,and the basic pattern of constructing appropriate teachers’ written evaluation terms,the conditions for ensuring that teachers generate appropriate written evaluation terms are proposed from three aspects: the standardized management of kindergarten developmental evaluation,the improvement of teachers’ evaluation awareness and ability,and the appropriateness of enhancing the development of early childhood growth portfolios.