本文選題：非正式性評價 + 幼兒園教師　； 參考：《浙江師范大學》2016年碩士論文

【摘要】：英國教育哲學家彼得斯提出,教育的兩大標準為：一是傳授有價值的東西,二是以合乎道德的方式進行。幼兒園教師對幼兒的非正式性評價無疑是實施學前教育的重要方式,教師的評價會影響幼兒自我概念的獲得和保持,也能決定幼兒的自我認同感。因此,探求幼兒園教師對幼兒的非正式性評價是否合乎道德是具有意義的。在幼兒園的一日生活中,存在許多教師無法預料的情境,在教師“措手不及”的狀態(tài)下對幼兒言語的和非言語的反饋中可以體現(xiàn)出教師的兒童觀、教育觀、價值觀和積淀的教育功底,同時也可以反映出幼兒園教師的倫理操守水平。本文致力于站在倫理的視野去看待兒園教師的非正式性評價,論文的總體框架為：首先闡發(fā)非正式性評價的含義、特點和理論基礎,然后闡述其倫理意蘊,并呈現(xiàn)幼兒園教師非正式性評價出現(xiàn)倫理問題的具體表現(xiàn)、危害及背后的原因,最后提出倫理視野下幼兒園教師非正式性評價的提升策略。具體研究思路如下：第一部分是緒論,主要呈現(xiàn)的是研究的具體問題及其背景、國內(nèi)外相關(guān)的研究綜述、研究的理論和實踐意義、研究路徑與方法的詳細說明。站在倫理的視野審視幼兒園教師如何評價幼兒能真實反映教師的專業(yè)倫理素養(yǎng),影響幼兒發(fā)展和成長,同時非正式性評價倫理失范的客觀現(xiàn)實也促使筆者做此研究。第二部分是對幼兒園教師非正式性評價的具體介紹,分別從其內(nèi)涵、與正式性評價的區(qū)別、特性和理論基礎入手。理論基礎包括了幼兒的心理發(fā)展特點理論,加德納的多元智能理論,教育評價的人類學取向理論,倫理學相關(guān)理論。主要目的是想讓這種評價方式被廣泛地認識并應用。第三部分是論述幼兒園教師非正式性評價的倫理意蘊。研究者從其能反映師幼人倫關(guān)系、可以體現(xiàn)教師倫理素養(yǎng)、與倫理具有一致目標三個方面解釋了幼兒園教師非正式性評價為什么可以從倫理的視野進行分析。第四部分呈現(xiàn)了一些幼兒園教師非正式性評價倫理失范的典型案例,這些案例揭示了教師在評價幼兒的過程中的問題：評價幼兒表現(xiàn)好壞的觀念不合理；冷落幼兒身心需求；輕視幼兒自由權(quán)利；對幼兒的評價缺乏公正態(tài)度；對幼兒要求過于嚴苛。這帶來的危害是導致幼兒價值觀錯位：造成幼兒自我認知的偏差；致使幼兒對外界的信任感缺失。第五部分是對前面部分案例中出現(xiàn)的問題進行原因分析和探討,主要有：教師對非正式性評價及其給幼兒帶來的負效應認識不足、保守的幼兒發(fā)展觀、對幼兒的“話語霸權(quán)”和缺乏專業(yè)倫理的敏感性,同時幼兒園忽視人文關(guān)懷和專業(yè)倫理氛圍。第六部分根據(jù)原因分析提出了改進幼兒園教師非正式性評價策略的思考：第一是提出一個倫理視野下的實踐構(gòu)想：分別從關(guān)懷、尊重、公正、寬容五個方面對教師的評價行為提出了倫理視野下的期待和呼吁。第二是教師要加強對自身評價行為的反思、樹立幼兒為本的教育發(fā)展觀、構(gòu)建師幼平等對話以及習得專業(yè)倫理素養(yǎng)。第三是幼兒園則要致力于營造倫理關(guān)懷型的環(huán)境氛圍,穩(wěn)定幼兒園教師的心理狀態(tài)。
[Abstract]:The British educational philosopher Peters proposed that the two major standards of education are: one is to impart valuable things and two in a moral manner. The informal evaluation of preschool teachers is undoubtedly an important way to implement preschool education, and the evaluation of teachers will affect the acquisition and maintenance of young children's self-concept, and it can also determine young children. Therefore, it is meaningful to find out whether the kindergarten teachers' informal evaluation of children is moral. In the day of the kindergarten, there are many situations that teachers can't anticipate. In the condition of the teacher's "unprepared" state, the teacher's view of children can be reflected in the speech and nonverbal feedback of the children. The concept of education, values and accumulation of education can also reflect the ethics level of kindergarten teachers. This article is devoted to view the informal evaluation of kindergarten teachers from the perspective of ethics. The overall framework of this paper is to elucidate the meaning, characteristics and theoretical basis of the informal evaluation, and then explain its ethical meaning. It also presents the specific performance of the kindergarten teachers' informal evaluation of ethical problems, the harm and the reasons behind it. Finally, it puts forward the promotion strategy of the informal evaluation of kindergarten teachers under the ethical perspective. The concrete research ideas are as follows: the first part is the introduction, which mainly presents the specific problems and background of the study, and the relevant domestic and foreign related issues. The research review, the theoretical and practical significance of the study, the detailed explanation of the research path and method. The two part is a specific introduction to the informal evaluation of kindergarten teachers from its connotation, the difference from the formal evaluation, the characteristics and the theoretical basis. The theoretical basis includes the theory of the children's psychological development, Gardiner's theory of multiple intelligences, the theory of humanoid orientation in education evaluation, and the theory of ethics. The main purpose of this paper is the theory of ethics. The third part is to discuss the ethical implications of the informal evaluation of kindergarten teachers. The researcher explains why the informal evaluation of kindergarten teachers can be from three aspects, which can reflect the relationship between teachers and children, reflect the ethical literacy of teachers and have a consistent goal with ethics. The fourth part presents some typical cases of kindergarten teachers' informal evaluation of ethical anomie. These cases reveal the teachers' problems in evaluating young children: the idea of evaluating children's performance is not reasonable, the needs of children are ignored, the rights of children are despised, and the evaluation of young children is lacking. The fifth part is the reason analysis and discussion of the problems in the previous cases. The main reasons are: the teachers' informal evaluation and the analysis of the problems in the previous cases. The negative effects brought to children are insufficient, the conservative concept of infant development, the "discourse hegemony" and the lack of professional ethics, and the neglect of humanistic care and professional ethical atmosphere in the kindergarten. The sixth part puts forward the thinking of improving the informal evaluation strategy of kindergarten teachers according to the reasons. The first is to put forward. A concept of practice from an ethical perspective: the expectation and appeal for teachers' evaluation behavior from five aspects of care, respect, justice and tolerance are put forward. Second, teachers should strengthen their reflection on their own evaluation behavior, set up a concept of education development for children, build an equal dialogue between teachers and children, and acquire professional ethics. Third, kindergartens should strive to create an environment of caring atmosphere and stabilize the mental state of kindergarten teachers.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G615

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