儿童发展评价是教育过程中的重要环节，它是提升学前教育质量的关键所在。纵观世界各国的学前教育改革，不难发现，通过评价促进学习已经成为了各国关注的焦点。在各国的学前教育政策文本中，也都纷纷强调了通过评价来促进学习的重要意义。同时，有效运用评价也是教师核心素养的组成部分。换言之，有效开展评价工作，有助于达到既促进儿童发展又提升教师专业能力的双赢效果。 然而重新审视我国的儿童发展评价现状，研究者却发现虽然我国在评价的价值取向、评价模式、评价视角、评价方法以及评价的内容方面有了一些发展，但依旧存在问题——一是儿童发展评价往往采用终结性评价，而忽略了过程性评价；二是评价往往与教学脱节。换言之，评价难以支持教与学的过程。 故本研究立足于我国儿童发展评价存在的问题，以某幼儿园为实践场所，旨在探索如何把质性和量化的评价范式结合起来，并通过学习性评价来搭建教与学的桥梁。 本研究一共进行了两轮行动研究。第一轮行动研究采用了“搭建桥梁”评价工具这一量化评价范式，第二轮采用了“教学纪录”这一质性评价范式。而这两轮行动研究截然不同的实施效果启发研究者重新审视这两种评价范式各自的优缺点的同时，也为广大一线教育工作者重新反思评价工作的价值取向提供了方向： 第一，教师需要明确理想的评价工作，应该是既促进儿童的发展与教师的教学，同时也能够满足问责需求的。 第二，在开展评价工作的时候，教师应该尽可能地使得评价工作既兼顾儿童的个体发展，同时又能有效推动全班的教学进程，而不是以二元对立的简单逻辑来判断“个人主义”与“集体主义”的对错与否，教师需要在个人主义与集体主义之间找到平衡点。 第三，教师不应该仅凭主观臆断来给“搭建桥梁”评价工具和“教学纪录”这两种评价方法下“判决书”。他们需要反思的是自己的专业能力是否能够应对评价工作所带来的挑战性。

Assessment of children’s development is an important part of the education process. It is the key to improving the quality of early childhood education(ECE). When looking at the reform of ECE around the world, it is not difficult to find that using assessment to promot teaching and learning has becom a core issue. And the importance of promoting learning through assessment has also been emphasized in the many ECE documents of different countries. Besides, using assessment effectively is also an integral part of teachers’ core competencies. Effective assessment can achieve a win-win effect that not only promots children’s development, but also enhances teachers’ professional development. However, when re-examing the current situation of assessment in our country, the researcher found that although some progresses have been made, such as the assessment orientation, assessment model, assessment perspectives, assessment methods and the content of assessment, but there are still some problems: one is that the teachers often use summative assessment instead of formative assessment; another one is assessment does not meet teaching. In other words, assessment can not support the process of teaching and learning. This research, which is based on the current problems mentioned above, aims to explore how to combine qualitative and quantitative assessment paradigms, and to build a bridge between teaching and learning through assessment for learning（AfL）. Two rounds of action research were conducted in this study. Bridging, which belongs to quantitative assessment paradigm, was adopted in the first round of action research, while the Pedagogical Documentation, which represents qualitative assessment paradigm, was used in the second round. The different results of the two rounds research inspired the researcher to rethink the advantages and disadvantages of the two assessment paradigms, and also provide the direction for practitioners to rethink the assessment orientation： First, teachers need to define the ideal assessment practice, which should be to serve both learning and teaching, and accountability. Second, when doing assessments，teachers need to take into account the development of each child, and to promoting teaching process at the same time. They can’t use the simple logic of binary opposition to judge “individualism” and “collectivism”. Instead, they need to find a balance between individualism and collectivism. Third, teachers should not give judgments under Bridging and Pedagogical Documentation by subjective judgment alone. They need to rethink whether their professional capabilities can meet the challenges of assessment.