教育學報



香港學前兒童學習和發展的評估範疇

2010.第38卷第2期(Vol. 38 No. 2).pp. 71–86
 

香港學前兒童學習和發展的評估範疇

On the Evaluating Framework of Children’s Learning and Development

成子娟(Zijuan CHENG)

摘要

自從維果斯基的「最近發展區理論」在學前教育界廣受傳播和應用,兒童學習和發展評估便成為學前教育所關注的重要議題。學前教師要隨時隨地觀察、評估並確認兒童現有和潛在的學習和發展水平,俾能在進行教學指導時有的放矢。對此,學前教師是否作好了充分準備?本文從教師所遇到的實際問題和現有文獻出發,探討學前兒童學習和發展的評估範疇。

關鍵詞:學前兒童;評估範疇;知識和技能;認知發展;氣質

Abstract

Since Vygotsgy proposed the theory of the zone of proximal development, evaluating young children’s learning and development has become important in early childhood education. Preschool teachers are expected to purposefully and effectively promote children’s development through observing and evaluating children’s current stage of development and identifying their potential abilities. Are preschool teachers ready to face the challenge? Based on literature review and the understanding of practical problems faced by the teachers, this article focuses on discussing the issues in relation to the evaluating framework.

Keywords: preschooler; framework of evaluation; knowledge and skill; cognition; temperament