中班教师在幼儿区域游戏中的评价行为研究
Study on the Evaluation Behaviors of Preschool Teachers in the Area Game of Middle Class

中班幼儿的区域游戏水平较之小班已有提升，但仍处于借助教师评价以丰富各类活动经验的关键阶段，教师适宜适当的评价是实现幼儿认知水平、社会性发展、情感表达等能力发展的桥梁。但在真实的活动情境中仍然能够发现存在诸如评价过程单频化、评价方式单一化、评价目的异化、负向情感情绪化、评价主体专制化及“反”与“思”断层错位等问题，针对此提出加强教育互补，增强评价针对、多元评价方式，提高评价效能、丰富评价内容，强化发展功能、减少负向情绪，保护幼儿情感、反思教育行为，生成成长路径这几点教育建议。
The regional play level of middle-class children has been improved compared with that of younger classes, but it is still in the key stage of enriching various activity experiences by teacher evaluation. Teachers’ appropriate and appropriate evaluation is a bridge to realizing children’s cognitive level, social development, emotional expression, and other abilities. However, in the real activity context, it can still be found that there are problems such as the single frequency of the evaluation process, the single evaluation method, the alienation of evaluation purpose, the negative emotion, the authoritarianism of the evaluation subject and the dislocation of “negative” and “thinking”. In view of this, it is proposed some educational suggestions: strengthen complementary education, enhance the evaluation target; multiple evaluation methods, improve the evaluation efficiency; enrich the evaluation content, strengthen the development function; reduce negative emotions, protect children’s emotions; reflect on educational behavior, generate growth path.