教师对中班幼儿绘画作品评价行为的分析
毕业论文关键词：幼儿绘画；作品；评价行为
Analysis on Middle Class Children’s Paintings Evaluation Behavior of Teachers
-- Taking S Kindergarten in Zhoukou City as an example
Abstract: The aesthetic ability of teachers evaluation behavior of children's paintings not only affect the children's teacher education to work, but also have a certain influence, the correct evaluation is a necessary means to improve the quality of education. It can be said, in the fine arts activities, evaluation is an indispensable and important link. In view of this, this article through observation, investigation for Zhoukou city kindergarten teacher S, found the following problems on infant paintings evaluation behavior: ignoring children's self-esteem and imagination; single evaluation standards and methods, ignoring inpidual differences; neglect of children age characteristics, measured by the adult standards; focus on summary evaluation, ignoring the process evaluation; evaluation of teachers on children's lack of proper guidance and so on to analyze the current situation of multiple perspectives, and puts forward improvement strategies: pay attention to children's self-esteem, imagination, attention to the comprehensive evaluation; improve the single evaluation criteria and methods, paying attention to the inpidual differences; pay attention to the children's age characteristic, evaluation station in the children's perspective; pay attention to process evaluation; teachers actively guide the children to participate in the evaluation of reasonable. The multiple development evaluation should pay more attention to children's shows, multi-level and persity, evaluation of language specific embodiment of right, incentive, evaluation and teaching art to inspire children's interest and enthusiasm effectively, so that children feel their progress, to experience the joy of success.
Keywords: Children's painting works; Evaluation; Behavior
目 录
摘要 1
关键词 1
一、 幼儿绘画作品评价的定义 3
二、 教师对中班幼儿绘画作品评价行为中存在的问题 3
（一） 评价内容片面，忽视幼儿的自尊心和想象力 3
（二） 评价标准和方式单一，忽视个别差异 4
（三） 忽视幼儿的年龄特点，以成人的标准来衡量 5
（四） 只注重总结性评价，忽视过程性评价 5
（五） 在幼儿互相评价时，教师缺乏正确引导 6
三、 评价中班幼儿绘画作品的合理对策 6
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