20200813 Read Kindergarten Curriculum Evaluation, Second Edition by Yu Yongping 6

Chapter 6? Kindergarten Curriculum Management Evaluation

Curriculum management is a general term for a chain of activities that systematically deals with the correlation between preparation techniques and character conditions, and organizes them with educational objectives in mind. As far as kindergarten curriculum is concerned, curriculum management refers to the normative guidance and assistance to the process of curriculum construction and practice by all levels of government or pre-school education institutions in the context of certain regulations and policies, with the fundamental purpose of enhancing the effectiveness of the curriculum, promoting the development of young children, and at the same time, promoting the development of educators themselves. Kindergarten curriculum management is divided into two categories, including curriculum management by government functions and management by the educational institutions themselves.

Section 1? Class Curriculum Management Evaluation

I. Class Curriculum Management

(a) Class Curriculum Management Content

Teachers should choose according to the age of the young children, the class children's experience base, to generate the content of the curriculum that suits their needs, to formulate a plan for the implementation of the curriculum, to effectively organize the activities of the day to create an educational environment that is compatible with the curriculum, to make full use of the educational resources, to curriculum Evaluate the implementation of the curriculum. In addition, according to classroom plans and routines, teachers and caregivers also need to manage their own curriculum implementation behaviors to promote the effective operation of the curriculum, and to promote the development of teachers and children.

(B) The significance of classroom curriculum management

1. (The first task is to formulate a curriculum plan that follows the general educational objectives, the experience and origin of the children in the classroom, the characteristics of the curriculum, the development of adapted plans to give play to the initiative and creativity of teachers, and the implementation of the inspection and reflection, to help administrators to better analyze the reasonableness and appropriateness to promote the effective implementation of the classroom curriculum plan.)

2. Play the role of curriculum resources. The Outline points out that kindergartens should work closely with families and communities, connect with elementary school, and make comprehensive use of all kinds of resources to create conditions for the development of kindergartens.

3. Monitoring the process of curriculum implementation. Need to come from the supervision and control of the teacher-garden master. The director based on the general objectives of the course and the characteristics of the original course, different teachers classroom status, based on the routine of teachers in the course of writing the text, the effectiveness of the organization of the day's activities, the progress of the classroom children's development status, parents, and other resources to guide the monitoring of effective coordination to help teachers in the planning and implementation of the curriculum program in the integration and the birth of the real to achieve the development of young children on the basis of the original as the ultimate goal.

(C) the guiding ideology of classroom curriculum management

1. Focus on the goal of classroom management. Make the course management with direction, planning, operability.

2. Concerned about the rationality of classroom management. Whether around the overall goal, whether practical and feasible, pay attention to the process of teachers' behavior, measures to follow the law, based on the garden, class-based, practical and effective, pay attention to evaluation, continuous reflection, inspection, management effectiveness.

3. Focus on the effectiveness of classroom curriculum management. Teachers of young children's development status, to take certain measures to the management of quality. The use of word painting means to analyze the valuable results, including educational reflection on the case of individual education of young children, and other multi-perspective attention to the effectiveness of management.

Second, the evaluation of classroom curriculum management

(a) the main content of the evaluation of classroom curriculum management

1. The formulation and adjustment of the curriculum plan

To reflect the spirit of the Statute and the Outline, the implementation of the curriculum plan and the teaching plan has the implementation of each semester and each month, and pay attention to the integration of teaching and learning to improve the overall quality.

Whether the curriculum plan is guided by the "Outline" of the objectives of the various fields, considering the semester monthly themes, weekly plans and other types of plans, and gradually break down the objectives of the next stage of the requirements of the embodiment of the continuity and progressivity.

Whether the content of the plan includes all the factors that affect the implementation of the curriculum, such as the requirements of the various aspects of day-to-day life, the teacher's organizational strategy, the creation of an educational environment for individual children, the integration and use of various types of resources, under the unified goal of the content of the means of education to achieve the mutual penetration of the daily life of children with the combination of teaching and play.

The plan attaches importance to the analysis of children's physical and mental characteristics of the experience base, based on which to choose teaching strategies, and reflection to improve the strategies and methods to deal with teacher-student relationships

The development of the curriculum to ensure that the implementation of the class to ensure the effective implementation of the work of conservation work of the work plan, to the original work plan for the curriculum as a guide to the master plan, the step-by-step focus on the development of the class program.

2. The creation and management of the curriculum environment

(1) the physical environment

Various types of activity facilities in line with the age of the characteristics of the safety and health, adequate toy materials.

All kinds of materials imply that the content of the curriculum objectives are open and easy for children to take and put.

Activity room, corner wall layout to consider children's characteristics reflecting the curriculum, into the city of young children to participate in the process of information.

Each corner is divided into reasonable, easy for children to interact with the operation, is conducive to teachers to observe and guide.

(2) psychological environment

Teachers' words and deeds are kind and gentle to talk to children, and set an example for children.

The organization of the day's activities gives children sufficient time for independent and free activities, avoiding the phenomenon of highly controlled and laissez-faire.

Effective communication with children, such as smiling, nodding, touching, positive vision, squatting down and talking.

With tolerance, encourage the attitude of guiding children to explore things, stimulate their interest in exploration and behavior.

3. The development and utilization of curriculum resources

Including natural resources, social resources, family resources, the kindergarten's own education resources.

The evaluation should include:

Fully explore and utilize the natural environment inside and outside the kindergarten, make full use of the natural materials for children to learn and play, and provide operable teaching toys.

Emphasis on the development of community resources, taking a rich variety of ways and means, tapping cultural traditions with local characteristics to serve the curriculum, using the resources of nearby elementary school to carry out activities for the convergence of early childhood and primary school, and so on.

Pay attention to the development and utilization of parental resources to establish a cooperative and equal relationship with parents.

Developing and utilizing the classroom's own curriculum resources, the classroom environment is arranged to focus on arrangements consistent with children's characteristics and curriculum features. Display the children's work on the wall.

4. Control of the process of curriculum implementation

According to the curriculum objectives, the content of the curriculum is planned, focused on the implementation of various types of educational activities, the objectives to achieve the integration of each other, various types of activities to achieve mutual penetration, and targeted to make adjustments to the strategy.

On the basis of observation and evaluation of the children, we choose the content and organization of the class.

According to the organization of the content of the curriculum need to use collective group individual form to mobilize children's multi-sensory active operation and interaction to obtain useful experience.

According to the age characteristics and cognitive law design, the operation of children's perception of the process, the provision of materials to meet the needs of different children's interest in a hierarchical and interesting.

Good observation, found that the implementation of the curriculum in the process of educational value of the content, timely analysis and processing, to promote the development of the curriculum and a good opportunity for random education.

Concerned about the course process of the evaluation of the effectiveness of the course, to take ways and means to evaluate the level of development of the course activities in the development of the course.

(B) Teachers' evaluation of classroom curriculum management

1. Evaluation of the achievement of curriculum objectives. Think about whether the educational objectives are reached, whether they are appropriate for the characteristics of the children in the class, whether they promote the overall development of children, whether they are reached through different means of content, etc.

2.

2. Evaluation of the process of implementation. Including the selection of course content on the basis of children's experience to take the methods and means, whether to follow the rules and characteristics of young children's learning, the evaluation method is conducive to the development of the course, the generation of the course content is the need of young children in this period, and so on.

3. Evaluation of environmental settings. Whether the materials provided by the teacher are appropriate and reasonable, whether the children are interested in the materials and gain useful experience through the operation.

4. Evaluation of the effect of the implementation of the curriculum. Just medicine only, advocating the diversification of the subject of the evaluation, on the one hand, from a variety of aspects of multiple perspectives, on the curriculum objectives of the educational process, such as a more comprehensive and more objective and scientific evaluation, on the other hand, the teacher as the subject of the evaluation, is in a proactive state, the implementation of their own curriculum in the behavior of active reflection, self-regulation, self-improvement, self-correction.

(3) Evaluation of the director's management of the classroom program

1. Evaluation of the teacher's text. Teacher texts include all kinds of plans, educational notes, thematic process information and course effects and reflections.

2. Evaluation of the organization of the day's activities. The evaluation of the organization of the day's activities is concerned with whether the teacher will implement the various aspects of the day's activities as an important way to implement the content of the curriculum plan, focusing on mutual penetration, and promote the harmonious development of young children. The classes observe and discuss each other's half-day activities, reach *** knowledge, share experiences, identify gaps, *** with the improvement. The director can also use case analysis, questionnaires, field observation and other methods of evaluation.

3. Evaluation of the development of children in the classroom. Including two aspects, on the one hand, combined with the "Outline" on the evaluation of the relevant requirements: the use of qualitative and quantitative evaluation methods, the establishment of the curriculum to adapt to the development of young children to carry out a comprehensive and special evaluation system, in which the comprehensive evaluation is to understand the implementation of the curriculum whether to promote the overall development of young children, including the quantitative evaluation of the test of the development of social cognitive, emotional, motor, but also in the context of the young children's behavior of the scene of the observations The actual records are analyzed. On the other hand, the director of the garden to teachers to take the class child development evaluation of the content and way to provide guidance and assistance to help teachers correctly grasp the spirit of the "Outline", a comprehensive and objective evaluation of the development of young children.

4. Evaluation of the effect of resource utilization. The director of the teacher's evaluation of the effect of resource utilization is an important aspect of the evaluation of the implementation of the classroom curriculum, first of all, to see whether it is reasonable, according to the curriculum content organization means need to choose the type of support, and secondly, to see whether it is effective use of the development of the resources, indeed, for the service of the educational process, conducive to the realization of the goal, and then to see whether the development of resources is distinctive, taking into account the characteristics of the classroom's existing resources, and the use of the integration of the effective.

Section II? Evaluation of garden-level course management

A garden-level management overview

(a) the connotation of garden-level course management

refers to the director of the garden according to the educational objectives, educational regulations, the choice of the garden-level course of the use of effective monitoring, guidance, in order to promote the main body of the implementation of the course of the **** with the development.

(2) the importance of garden-level curriculum management

1. Adjust the goal of curriculum management. Selection of management strategies based on the development of curriculum-related policies is an important task of garden-level management.

2. Modify the behavior of managers. The manager's management behavior directly affects the effectiveness of kindergarten teachers' curriculum implementation and the realization of educational goals. So the course managers through the course of the objectives of the process of developing strategies to choose the dynamic attention of the effect of evaluation, you can amend their behavior in a timely manner, really play a role in guidance, service. As a director, we should think about whether the management of the class to promote the improvement of the quality of teaching and learning, the realization of curriculum goals, whether for different teachers, children to provide a suitable environment for the development of the environment and opportunities, whether for the construction and development of the classroom curriculum to provide guidance and help.

3. To understand the effectiveness of management. Through the guidance of the course implementation process, to understand the choice of the generation of the curriculum is suitable for the actual park classes, conducive to the overall development of children, highlighting the characteristics of the park.

(C) the guiding ideology of garden-level curriculum management

1. Emphasize the appropriateness of garden-level curriculum management. It is pointed out in the Outline that the process of organizing and implementing kindergarten educational activities should be based on the local conditions of the kindergarten, formulate practical work plans, and implement them flexibly.

2. Attention to the effectiveness of the management of garden-level courses. In the management process to overcome the results of light process, heavy form light content heavy subjective, light objective feedback tendency.

3. Attention to the decision-making nature of the management of garden-level courses. Decision-making management helps kindergartens to frequently check and modify curriculum decisions in light of changing conditions, and helps teachers, parents, communities and children to participate in the curriculum decision-making process.

II. Evaluation of kindergarten-level curriculum management

(a) The main content of the evaluation of kindergarten-level curriculum management

1. Selection and adjustment of curriculum objectives and content

According to the "Outline" on the basis of the local to allow the original to develop a kindergarten-specific characteristics and cultivation focus on the development of young children in a certain area of the curriculum objectives.

The kindergarten curriculum objectives should be formulated according to the national and regional general curriculum objectives, and then decomposed and extended to build a network of detailed objectives.

According to the curriculum objectives to choose the appropriate curriculum content, and involves the interpenetration of various fields, and strive to integrate, follow the characteristics of young children's learning to highlight the living, situational, focusing on perception and operation, and pay attention to the educational process of parenting experience to allow the regional garden characteristics of the design and generation of content.

In the implementation of the curriculum content based on teachers, the actual children, pay attention to random educational resources and educational opportunities, without deviating from the educational objectives, according to the interests of young children to adjust and generate curriculum content.

2. Monitoring and guidance in the process of curriculum implementation

Emphasis on the implementation of the process of early childhood curriculum guidance in the planning and appropriateness.

The formation of research **** the same body within the scope of the park, the park's curriculum for multi-angle multi-level thematic research, as a guide to the in-depth implementation of the curriculum.

3. Integration and utilization of curriculum resources

Tapping and opening up the natural environment in the kindergarten to create conditions for teachers to teach and children to explore and perceive in the curriculum.

Emphasis on the development and use of community resources, understanding the distribution and analysis of the types of resources in the community, the value of the implementation of the curriculum and often go to a number of places to sign a cooperation agreement.

The entire use of parental resources, through a variety of ways to attract parents to participate in the management of the implementation of the curriculum.

Concerned about the coordination and utilization of class resources in the park, good at discovering the characteristics and advantages of the class resources, in the implementation of the curriculum to provide information to achieve a certain degree of **** between the class, especially between the parallel class of educational resources, the exchange of development and utilization.

The education department should understand the current status of the resources of the parks on the basis of individual strengths, to increase the integration of amplification.

4. Diversification and development of the evaluation of the implementation of the curriculum

Following the spirit of the "Outline", to take a diversified, and contribute to the development of the curriculum, teachers, young children.

Emphasis on the subject of diversification, the director, teachers, parents, young children, teachers and researchers, administrators, peers, etc., should become the main body of the evaluation, from multiple perspectives and multiple aspects of the course management for a more comprehensive, more objective, more scientific evaluation.

Adopting diversified evaluation methods, for the different levels of garden-level course management, different content, analyze the characteristics of each evaluation method and the scope and limit of application, and carry out the comprehensive use of a variety of methods.

(B) the director's evaluation of garden-level curriculum management

1. Evaluation of the achievement of curriculum management goals. Can be combined with the teacher's writing plan, the organization of teaching activities and activities to reflect on the guidance, can also be combined with the original implementation of the park's choice of courses, the implementation of the effect of the construction of courses with the characteristics of the park, check the goal to achieve.

2. Evaluation of the appropriateness of the process of curriculum management

Concerned about the use of the strategy adopted by the method, whether from the actual kindergarten, effective promotion of the completion of the curriculum objectives, the teacher's ability to implement the curriculum and improve professionalism, the children's cognitive-emotional and social action of the harmonious development of the implementation of the curriculum and the parents of the attention of the implementation of the curriculum and the enhancement of the awareness of the cooperation, etc.

3.

3. Evaluation of the effectiveness of the management of the curriculum

Whether the management of the kindergarten to promote the realization of the objectives of the curriculum, the park selected the implementation of the relevant curriculum, the content of the study of the guidance strategy adopted, whether to take into account the actual and effective assistance to the different teachers, the teachers in the original basis of the improvement of the teacher team, the process of the activities of the organization of the ability to enhance the young children's development whether to consider A variety of forms, evaluation criteria are based on the actual development of the object, whether the planned use of resources for the curriculum.

(3) Evaluation of kindergarten-level curriculum management by the higher-level administration

1. Evaluation of kindergartens' implementation of policies and regulations

Whether the kindergarten's formulated curricular objectives and selected curricular content promote the comprehensive development of young children as the purpose. The organization of the educational process and management of the way, whether to respect the personality and rights of each child teachers, to achieve their *** with the development of the curriculum management of the director, the teacher's role in accordance with the requirements of the Regulations, whether based on the region's curriculum standards to choose to send what the law in line with the actual curriculum of the school, and whether to effectively promote the integration of curricular resources to maximize the benefits of the service for the parents and community.

2. The evaluation of the kindergarten curriculum management plan and process can be directly concerned about the behavior of the administrator, more real and objective grasp of the actual yuan and curriculum management of targeted guidance and assistance to promote the efficiency of early childhood management. Including kindergarten overall plan, the implementation of specific steps in the implementation of strategic patients based on policies and regulations and national and regional curriculum standards of the curriculum and kindergarten basic conditions of the evaluation of the process to see whether the implementation of the plan is step-by-step, focused on the criminal measures taken to solve the difficulties and key issues of concern in the implementation of the curriculum, to help teachers to improve the regulation of the curriculum process, the observation of the young children and analytical skills, the process of the confusion encountered, timely help Encountered confusion, timely help for external assistance, to obtain peer and expert guidance.

3. Evaluation of kindergarten curriculum management performance

Whether the kindergarten research atmosphere is positive, open and democratic, cooperative kindergarten characteristics of the curriculum construction and research to influence and take the effectiveness. Whether the head teacher cooperation and integration, together to assume the role of the main body of the curriculum, and their respective professional competence in the continuous improvement. Whether to establish a scientific, comprehensive and diversified evaluation system and standards for the implementation of ECD programs for teachers. Whether the establishment of kindergartens, families and communities of the three-way effective, mutual control, to ensure the effective use of resources and integration.

Section 3? Evaluation of curriculum management in the administrative sector

I. Overview of curriculum management in the administrative sector

(a) the connotation of curriculum management in the administrative sector

China promulgated the "Statute", "Outline" and other national curriculum policies formulated by the government, each level of the education sector is guided by this policy, the development of curriculum standards suitable for each region, through a series of management measures to help each level of curriculum management Effective promotion.

(ii) the significance of the administration's curriculum management

1. More effective measures regulations are implemented.

2. Favor the improvement of the effectiveness of management at all levels.

3. Concerned about the study of course management at all levels.

(C) the guiding ideology of the administration's course management

1. The policy of the administration's course management.

2. The openness of the administration's course management.

Second, the evaluation of the administration's curriculum management

(a) the content and methods of the administration's curriculum management

1. The evaluation of the formability of the corresponding policies and regulations formulated. (From the national conditions of our country, the actual situation of each place, from the kindergarten curriculum construction and practice problems, the establishment and improvement of relevant regulations, systems and policies). Focus on four points: First, local policies and regulations to the national curriculum decision-making as a guide, reflecting the local policy, curriculum management goals and requirements; Second, on the basis of higher-level decision-making, according to the needs of the actual management of local adjustments and additions to the continual improvement to adapt to the current situation in the region, to ensure that the effectiveness of curriculum management; Third, the next level of policies and regulations should reflect the specificity of the operability of the project and the content of the development should reflect the characteristics of the regional curriculum, to guide the development of the local curriculum, and to ensure the effectiveness of the curriculum management. Should reflect the characteristics of the regional curriculum, guidance requirements, should be different from the basis of the administrators to leave room for creativity; Fourth, in the face of a variety of varied and complex curriculum materials, government departments should consider the establishment of a curriculum access system, in cooperation with the experts to develop relevant access programs, to overcome the tendency of the curriculum serious bias for the majority of kindergartens to choose the appropriate curriculum to provide guidance and reference basis.

2. Evaluation of the study of curriculum guidance

Provinces, municipalities and autonomous regions have greater autonomy over curriculum development based on the development of regional curriculum policies. A few points need to be noted: first, the concept of the curriculum should not be biased. We cannot ignore the enthusiasm, initiative and creativity of young children's learning, and secondly, we cannot deviate from the objectives and contents of the curriculum. Let the children perceive, experience and think about learning, and finally, the curriculum evaluation should not be biased. What is the purpose of evaluation? Who should evaluate? How to evaluate? In addition, in the course construction and management, there are also misunderstandings about the garden-based curriculum and garden-based characteristics. Therefore, the local curriculum guidance research evaluation is of great significance, can be centered on the following aspects: First, according to the national curriculum policy issued by the publicity to develop the curriculum access system, the local district administration, education and research departments of the curriculum suitable for the region to carry out the planned promotion and implementation; Secondly, the education and research departments in collaboration with experts in the regional scope, the formation of a front-line teachers, gardeners involved in the teaching and research **** the same body, to solve a variety of problems to To improve the level of teachers to implement the curriculum; Third, the education administration should provide effective support and help to regional kindergartens to encourage the construction and research of garden-based, classroom-based curriculum.

3. Evaluation of the effectiveness of curriculum management

First, all levels and types of curriculum management personnel in a variety of forms of training and exchanges and seminars to understand the management of the rules and regulations and policies, to master the strategies and methods of curriculum management, to understand the world's kindergarten curriculum and management of the development trend, to learn from local and provincial counterparts of the management of the experience of the beneficial experience and management experience, and constantly improve the level of management; second, in the face of the management, the urgent need for the administration to have a variety of Secondly, in the face of the management, the urgent need for the administrative department to systematically guide the guidance of the curriculum management personnel on the implementation of policies and regulations, the implementation of the curriculum content and the evaluation of the effectiveness of the curriculum, so that the administrative departments of the education sector, the education sector to produce a greater social and y recognized and embraced by people from all walks of life; Thirdly, in the practice of teaching and research to form the administrative leadership, experts and professors involved in the guidance body, guiding the education sector to find the quasi-development of the growth point. The third is the formation of administrative leadership in the practice of teaching and research, expert professors and other guidance organizations to guide educational institutions to find a quasi-developmental growth point.

Personal perception, this chapter through, classroom course management evaluation, park course management evaluation, administration course management evaluation of the three major content, so that I learned the relevant terms and concepts, through a number of tables, cases and other illustrations, teach me how to look at the classroom course management evaluation? How does the director conduct curriculum management evaluation? It is clearer how the administration can guide kindergartens to conduct curriculum management evaluation. It's a great guide to my daily work and very worthwhile to learn from.

Through this 6-day study, I read the second book on "kindergarten curriculum evaluation" in two years, so that I am more clear "kindergarten curriculum evaluation" on the importance of our practical work and guidance, thank you for the Chen director of the love of sharing, thank you to the directors of the six days since the great support, we ****! We are reading together, progressing together, and growing together.