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在教育评价活动中,幼儿既是评价的对象,又是评价的主体。这既体现了幼儿在评价活动中的主动性,又体现了幼儿通过评价活动提升自我的评价目的。当前,幼儿园音乐教育评价存在两个问题:①为评价而评价。有的教师纯粹把评价看成是教育的最终目的,希望每个幼儿都有一个好的评价结果。②以测试替代评价。常以“一测定状况”来反映幼儿的发展情况。我们认为在进行音乐教育评价时,教师应重视幼儿的主体感受和情感体验,不要在乎评价结果。教师的评价重点不应放在幼儿掌
In educational evaluation activities, young children are not only the object of evaluation, but also the main body of evaluation. This not only reflects the initiative of children in evaluation activities, but also reflects the evaluation purpose of children’s self-improvement through evaluation activities. At present, there are two problems in kindergarten music education evaluation: ① evaluation for evaluation. Some teachers regard evaluation as purely the ultimate goal of education and hope every child has a good evaluation result. ② to test the alternative evaluation. Often “a determination of the situation” to reflect the development of young children. In our opinion, teachers should pay attention to the subjective feeling and emotional experience of children in music education evaluation, and do not care about the evaluation result. Teacher evaluation should not focus on children’s palm