Abstract:

The level of evaluation quality of preschool teachers directly affects the digital reform and high-quality development of preschool education. Based on the three-dimensional structure of knowledge, ability and consciousness, this study deconstructs the connotation of preschool teachers’ evaluation accomplishment. The new form of it under the digital perspective is discovered, namely, forming a developmental evaluation consciousness that focuses on the growth of individual children’s lives; cultivating scientific evaluation knowledge that shifts from empiricism to evidence-based decision-making; creating a dialogical evaluation ability that shifts from single flatness to panoramic integration; and cultivating a positive evaluation emotion that shifts from single-subject evaluation to multi-evaluation. Its development constraints are manifested in three aspects: backward institutional supply under path dependence, declining evaluation ability under tool dependence, and eroding child rights under data dependence. Its optimization direction can be carried out from four aspects: using the guarantee system to promote the improvement of the evaluation literacy system and standards of kindergarten teachers; multi-level subject linkage to jointly lead the updating and iteration of kindergarten teachers’ evaluation knowledge; promoting the multi-level advancement of kindergarten teachers’ evaluation literacy with all factors and digital ethics; and promoting the endogenous evaluation consciousness of kindergarten teachers with technical rationality and professional consciousness.

Key words: digital perspective, preschool teachers’ evaluation literacy, panoramic integration, evidence-based decision making, ecological co-creation