摘要
本研究运用质的研究方法考察幼儿园教师在实际工作中是如何了解幼儿和评价幼儿的数学学习与发展的。对9名教师的深度访谈结果表明，教师们普遍认为了解幼儿数学发展水平是进行有效教学的前提；他们主要通过“看”和与幼儿、家长“交流”来了解和评价幼儿数学发展水平；他们在了解和评价幼儿的过程中存在困惑：不知道看什么，观察后不会分析，对孩子的评价因没有指标而显得主观模糊。教师要加强对幼儿数学学习与发展规律的了解，增强对幼儿发展性行为的分析能力，掌握简便易行的评价方法，从而提高自己了解和评价幼儿的能力。
This study aimed to investigate how teachers judge the development of children＇s mathematical development by qualitative method. Interviews with 9 teachers reveal that teachers generally acknowledged that to judge children＇s mathematical development level is the precondition for effective teaching and they mainly do it through observation, communication with the children and parents; they have puzzles in the assessment： what to observe, how to analyze the observation results, and what are the index for the assessment. Therefore, teachers should increase their learning in children＇s mathematical learning and development, their analyzing ability in children＇s developmental behavior, and master more practical assessment method to improve their competence in knowing and assessing children.
出处
《幼儿教育（教育科学）》
2010年第12期18-23,共6页
Early Childhood Education(Educational Sciences)
关键词
幼儿评价
数学学习与发展
幼儿园数学教育
教师专业成长
children assessment
mathematical learning and development
math education in kindergarten
teacher＇s professional development
