幼儿教师儿童发展评价素养的现状及提升策略
Current Status and Improvement Strategies of Early Childhood Teachers’ Child Development Assessment Literacy

随着我国学前教育课程改革的推进，幼儿教育评价的重要性日益凸显，教师的评价素养直接影响教学质量与儿童发展。本研究以库车市幼儿教师为对象，采用问卷与访谈相结合的方法，调查其儿童发展评价素养现状。结果显示：教师评价素养总体处于中等水平，评价态度维度得分最高，评价能力次之，评价知识最弱；四者间相关性显著，但存在“态度积极却行动不足”的困境。具体表现为：教师普遍缺乏评价结果运用能力、评价知识储备不足，且园所对评价素养的重视程度有限。研究进一步发现，性别、年龄和专业背景是影响评价素养的关键因素。基于此，提出以下对策：加强家园协同以落实评价结果，系统补足评价知识短板，并通过园所支持与教师自主反思提升评价能力，从而全面提升幼儿教师儿童发展评价素养。
With the advancement of preschool education curriculum reform in China, the significance of early childhood education evaluation has become increasingly prominent. Teachers’ assessment literacy directly impacts teaching quality and children’s development. This study investigates the current status of children’s development assessment literacy among kindergarten teachers in Kucha City, employing a combined approach of questionnaires and interviews. The results reveal that teachers’ overall assessment literacy is at a medium level, with the highest scores in the attitude dimension, followed by evaluation ability, and the weakest in evaluation knowledge. Significant correlations exist among these dimensions, but a notable dilemma emerges: teachers exhibit positive attitudes yet lack practical action. Specific challenges include insufficient capacity to utilize evaluation results, limited knowledge reserves, and inadequate emphasis on assessment literacy by kindergartens and teachers themselves. Furthermore, gender, age, and professional background are identified as key factors influencing assessment literacy. Based on these findings, the following strategies are proposed: strengthening home-kindergarten collaboration to implement evaluation outcomes, systematically addressing knowledge gaps, and enhancing evaluation capabilities through institutional support and teacher self-reflection. These measures aim to comprehensively improve kindergarten teachers’ assessment literacy in children’s development.