Reconstructing Kindergarten Curriculum Assessment: A Return to the Child’s Perspective

幼儿作为幼儿园课程的主要受益者，应该参与到课程评价中。但是在当前幼儿园课程评价中，幼儿视角缺乏，主要表现为评价主体窄化、教育管理者评价的“控制”，原因在于幼儿缺乏自主评价意识和能力、教师低估儿童视角评价的价值以及社会固化幼儿园课程评价体系。本文通过实证研究发现，教师群体中仅32%定期引导幼儿参与评价，而76%的家长认为幼儿评价应被重视却缺乏实施路径。重构幼儿园课程评价需从理论深化与实践创新双轨并行，结合建构主义理论与社会文化理论，明确儿童视角的内涵，通过多样化评价机制设计，促进幼儿评价能力的提升，建立幼儿参与的多样化评价机制。As the primary beneficiaries of kindergarten curricula, young children should be involved in curriculum evaluation. However, current kindergarten curriculum evaluation often lacks the child’s perspective, manifested in the narrow scope of evaluators and the “control” exerted by educational administrators. The underlying reasons include children’s lack of autonomous evaluation awareness and ability, teachers’ underestimation of the value of child-centered evaluation, and the rigid societal framework of kindergarten assessment systems. Empirical findings in this study reveal that only 32% of teachers regularly guide children in evaluation, while 76% of parents believe children’s evaluations should be valued but lack practical implementation pathways. Reconstructing kindergarten curriculum evaluation requires a dual approach of theoretical refinement and practical innovation. Grounded in constructivist and sociocultural theories, this study clarifies the essence of the child’s perspective and proposes diversified evaluation mechanisms to enhance children’s evaluative capacities, ultimately establishing a participatory and pluralistic evaluation system.