頁籤選單縮合
題 名 | 試析幼兒園教育評量之現象=The Analysis of Educational Assessment Practices in Early Childhood Education Programs |
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作 者 | 陳姿蘭; 廖鳳瑞; | 書刊名 | 靜宜人文社會學報 |
卷 期 | 6:1 2012.01[民101.01] |
頁 次 | 頁151-176 |
分類號 | 521.66 |
關鍵詞 | 幼兒教育; 教育評量; 和諧; 華人文化; Early childhood education; Educational assessment; Harmony; Cultural value; |
語 文 | 中文(Chinese) |
中文摘要 | 本文彙整國內現行幼兒園實施教育評量的資料,針對幼兒園教育評量的運作現況加以分析。本研究發現國內幼兒教師在實施評量時的兩個現象,包括:(1) 偏重評量資料的收集,而較少分析與解釋;(2) 會考慮家長的感受與想法,而採用家長偏好的評量方式和內容、調高幼兒的評量等第。針對研究發現,本文提出教師的評量專業訓練不足及教師的和諧價值觀兩項因素以為解釋,並討論其對國內幼兒園教育評量師培及實務運作的啟示。 |
英文摘要 | The study reviews the current practices of educational assessment in early childhood education programs in Taiwan. The results reveal two phenomena, including (1) preschool teachers practice more of collecting assessment information, less of analyze/interpreting assessment information. (2) preschool teachers tend to take parents’ feelings into account and give better ratings for children’s performance on the final report. Two factors -- lack of adequate training on assessment and teachers’ value of “harmony” -- are provided to explain the above findings. Implications of the results in the areas of teacher education and educational assessment practices are discussed. |
本系統中英文摘要資訊取自各篇刊載內容。