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幼儿园课堂教学活动,是一个变化着的动态过程,在这个过程中,教师凭借着教学经验,及时地捕捉各种反馈信息,适时灵活地调整教学内容和教学策略,并引导和指导幼儿调整自己的学习行为。因此,教学中的评价是一种形成性评价,旨在改进教师的教学行为,更好地促进幼儿全面发展。什么样的课堂能真正促进幼儿的发展和教师的成长,这需要我们老师对教学活动用心评价。评价的标准有以下几点:一、教学目标是否适宜幼儿园教育目标是幼儿园教育的出发点和归宿,教学目标是否适宜就要看目标是否与特定年龄班的幼儿发展的特点和规律相一致;活动的目标是否具体、明确,可以操作;目标的重难点是否突出,认识的目标与相关的学习策略、相应的情感的目标是否有机地得到反映。
Kindergarten classroom teaching activities, is a dynamic process of change, in the process, teachers with teaching experience, timely capture all kinds of feedback, timely and flexible adjustment of teaching content and teaching strategies, and guide and guide children to adjust their own Learning behavior. Therefore, the evaluation of teaching is a formative evaluation, aimed at improving the teaching of teachers and better promote the overall development of children. What kind of classroom can really promote the development of young children and the growth of teachers, which requires our teachers to carefully evaluate the teaching activities. The evaluation criteria are the following: First, the teaching objectives are appropriate Kindergarten education goal is the kindergarten education starting point and destination, the teaching objectives are appropriate depends on whether the target and specific age classes of children’s development characteristics and laws consistent; activities Whether the goal is concrete, clear and can be operated; Whether the target’s important and difficult points are prominent, the goal of knowing and the related learning strategy, and the corresponding emotional target are organically reflected.