Research On The Current Status And Influencing Factors Of Rural Kindergarten Teachers' Teaching Activity Evaluation Literac

In order to carry out the scientific evaluation concept in education and teaching,improve the teaching quality and promote the learning and development of children,kindergarten teachers must improve the level of teaching evaluation literacy.At present,the research results on teacher teaching evaluation literacy in China are limited,and the existing results show that there are problems in teacher evaluation literacy in our country.Most researchers take primary and secondary school teachers as the research object,few specialize in kindergarten teachers,and few specifically study rural kindergarten teachers.Therefore,this paper studies the evaluation literacy of rural kindergarten teachers’ teaching activities,trying to explore the current situation,existing problems and influencing factors of the evaluation literacy of rural kindergarten teachers’ teaching activities.This will expand the research object of evaluation literacy of rural teachers’ teaching activities,enrich the research of evaluation literacy of teachers’ teaching activities,provide a basis for improving the evaluation literacy of rural kindergarten teachers’ teaching activities,and make efforts for the development of rural kindergarten teachers.Interviews and questionnaires were used in this study.A total of 30 teachers from public and private kindergartens in Inner Mongolia,Liaoning and other rural areas were selected as the interviewees to understand the status quo and influencing factors of teachers’ evaluation literacy in teaching activities in rural kindergartens.At the same time of in-depth interviews with rural kindergarten teachers,a total of 515 self-compiled questionnaires titled "Questionnaire on Evaluation Literacy of Rural Kindergarten Teachers’ Teaching Activities" were distributed to investigate and study the evaluation literacy of rural kindergarten teachers’ teaching activities.The results show that the evaluation literacy of rural kindergarten teachers’ teaching activities includes evaluation attitude,evaluation consciousness,evaluation knowledge and evaluation skills.Through the analysis of the current situation of rural kindergarten teachers’ teaching activities,it is found that: at the present stage,there are the following problems in the evaluation literacy of rural kindergarten teachers’ teaching activities: the overall evaluation attitude of rural kindergarten teachers’ teaching activities is positive but poor stability;The evaluation consciousness of rural kindergarten teachers’ teaching activities is weak;The knowledge of evaluation of teaching activities of rural kindergarten teachers is deficient overall;The overall lack of evaluation skills of rural kindergarten teachers’ teaching activities.The study also found that social factors,parental factors,kindergarten factors and individual factors all affect the evaluation literacy of rural kindergarten teachers’ teaching activities.The study further analyzed the factors affecting the development of rural kindergarten teachers’ teaching activity evaluation literacy from four levels.The level of rural kindergarten teachers is mainly affected by the low status of rural kindergarten teachers and the lack of protection of evaluation rights;Parental pressure and incomprehension;Inadequate supportive evaluation atmosphere in kindergartens;The professional development needs and awareness of rural kindergarten teachers are low.Based on the research results,the following optimization strategies are proposed: First,at the government level,create an external environment to improve the teaching evaluation literacy of kindergarten teachers;Secondly,at the kindergarten level,kindergarten guidance and assistance are provided to promote the development of teachers’ teaching evaluation literacy.Finally,at the level of professional development of rural kindergarten teachers,the exclusive consciousness and ability of teachers’ teaching evaluation should be increased.