随着幼教改革的深化,幼儿园开始对幼儿发展评价进行积极的探索和实践。现在大部分园所都能拿出一套对幼儿进行评价的材料来,但仔细分析个中的做法不难发现:一是形式主义。没有从思想上真正认识评价的意义,只是为评价而评价。行政人员要求教师作评价,而教师则把它看作是外加的一项任务,因此敷衍交差的不乏其人。检查起来书面材料一叠一叠的,但目的不明确,其效果可想而知。二是繁琐哲学。在操作上重量化统计,轻定性分析。一些幼儿园对幼儿身心发展的评价似乎很重视,做了很多量化统计,但量化分析没有建立在对儿童大量的感性的定性分析的基础 With the deepening of preschool education reform, kindergartens started to actively explore and practice the evaluation of early childhood development. Now most of the parks can come up with a set of materials for evaluating young children. However, a careful analysis of the practices in this book is not difficult: First, formalism. Did not really understand the meaning of evaluation, but evaluation for evaluation. Executives ask teachers for evaluation, and teachers regard it as an additional task, so there are many who cross the perfunctory. Check the stack of written materials, but the purpose is not clear, the effect can be imagined. Second, cumbersome philosophy. In the operation of weight statistics, light qualitative analysis. Some kindergartens seem to place a lot of emphasis on the physical and mental development of young children, and do a lot of quantitative statistics, but quantitative analysis is not based on a qualitative analysis of a large number of children’s perceptual