幼儿教师作为幼儿成长过程中的支持者、观察者、引导者，其评价行为会影响幼儿的成就归因、自我认知、学习品质等发展。区域游戏作为幼儿园每日进行的室内活动环节，在区域游戏过程中的评价行为是促进幼儿发展和发挥游戏价值的重要形式，也是增强师幼互动、提高教育质量的重要手段。本研究以区域游戏作为开展研究的场域，调查在幼儿进行区域游戏过程中教师评价行为的总体现状，分析其中产生的问题，在倾听教师解释中归纳出教师评价行为的影响因素，并寻找解决问题的对策。本研究主要采用观察法与访谈法等研究方法，以郑州市 J 园与郑州市 X 园中 20 名教师为研究对象，通过对区域游戏中教师外显评价行为的观察获取一手资料，结合访谈探究教师的内隐评价行为以及教师评价行为产生的原因。研究发现：

第一，在区域游戏中教师的外显评价行为上，通过自然观察法，从评价对象范围、评价取向类型、评价内容、评价方式四个维度分析整理教师的外显评价行为。在评价对象范围上，教师更倾向对个别幼儿进行评价；评价取向类型上以过程取向为主；评价内容上，对“社会交往”的内容最多、评价“活动的主体性”内容最少；评价方式上，使用“肯定性言语”评价方式最多、“否定性非言语”评价方式最少。

第二，区域游戏中教师的内隐评价行为上，主要是根据外显评价行为情况进行追问的结果和预设提纲的正式访谈中教师的内隐分析与判断依据类型的结果，进行梳理和编码归类，得出教师内隐评价行为主要包括“情况匹配”“发展对比”“情境判断”三大类型。其中，“发展对比”类型下内隐评评价行为出现最多。

第三，区域游戏中教师评价行为存在的问题上，发现幼儿园区域游戏中教师评价行为上存在部分知识与技能的欠缺，包括评价用语不准确、淡化评价与指导价值两方面；在态度与意识上，教师存在不敢轻易评价、评价面向对象集中、观察不深入、否定评价中情绪消极等问题。

第四，在区域游戏中教师评价行为的原因解释中，主要通过在观察后的非正式访谈和正式访谈中挖掘切实影响教师评价行为中的重要因素，发现一线教师们主要按幼儿园、幼儿、班级、教师自身、游戏特征五个维度展开分析。教师们在解释原因时主要从园方管理层的培训组织、幼儿自身的表现情况、其他教师带来的教育启发、教师自身的能力与经验等维度展开，强调的是“事在人为”，主要从不同活动主体角度讲对其评价行为的影响；个别教师认识到游戏本身特征和教育价值对其评价行为产生了影响。

基于以上研究内容，研究者展开建议和提出改进策略，从教师个人角度建议教师主动学习相关理论、做好区域游戏评价计划；从幼儿园组织角度建议园方加强与教师间平等沟通、组织有质量有效果的评价培训、引导教师间“以老带新”互相促进、合理安排教师工作任务以减轻教师负担；从职前教育角度建议学前教育专业相关高校开设教育评价类课程、提供教育评价的实践机会。

As supporters, observers and guides in the growth process of young children, the evaluation behaviors of early childhood teachers will affect the development of young children's attribution of achievement, self-knowledge and learning quality. As a daily indoor activity in kindergartens, the evaluation behavior in the process of regional play is an important form of promoting young children's development and giving full play to the value of the game, as well as an important means of enhancing the interaction between teachers and children and improving the quality of education. This study takes regional play as the field of research, analyzes the current situation of teachers' evaluation behaviors during  regional play, analyzes the problems and factors influencing teachers' evaluation behaviors, and seeks countermeasures to solve the problems by listening to teachers' explanations. This study mainly adopts the observation method and the interview method and other research methods, taking 20 teachers in Zhengzhou City J Kindergarten and Zhengzhou City X Kindergarten as the research objects, obtaining first-hand information through the observation of teacher evaluation behavior in the regional game, combining with the interview to explore the teachers' implicit evaluation behavior and the reasons for the teacher's evaluation behavior. The study found that:

First, in terms of teachers' episodic evaluation behaviors in regional play, teachers' episodic evaluation behaviors were mainly analyzed and organized from four dimensions: scope of evaluation object, type of evaluation orientation, evaluation content, and evaluation mode through the natural observation method. In terms of the scope of evaluation objects, teachers preferred evaluating individual children; in terms of the type of evaluation orientation, process orientation was dominant; in terms of the content of evaluation, the content of "social interaction" was the most frequent, and the content of "subjectivity of activities" was the least frequent; and in terms of the method of evaluation, the use of "affirmative speech" was the most frequent, and the use of "positive speech" was the least frequent. In terms of evaluation methods, the most evaluation methods were "affirmative verbal" and the least evaluation methods were "negative non-verbal".

Secondly, the teachers' implicit evaluation behaviors in the regional game were sorted out and coded according to the results of the follow-up questions on the external evaluation behaviors and the results of the types of teachers' implicit analyses and judgments based on the formal interviews of the preset outlines, which resulted in the teachers' implicit evaluation behaviors, including "situation matching", "developmental comparison", "developmental contrast", "developmental comparison", and "negative non-verbal" evaluation, "developmental comparison" and "situational judgment". Among them, the most implicit evaluation behaviors appeared under the "developmental contrast" type.

Third, in terms of the problems of teachers' evaluation behaviors in regional play, it was found that there were some knowledge and skill deficiencies in teachers' evaluation behaviors in kindergarten regional play, including inaccurate evaluation terminology and dilution of the evaluation and guidance values; in terms of attitudes and awareness, teachers did not dare to evaluate easily, focused their evaluations on the target group, did not observe in depth, and negated the negative emotions in the evaluations, and other problems.

Fourth, in the explanation of the reasons for teachers' evaluation behavior in regional play, the important factors that effectively affect teachers' evaluation behavior were mainly explored through informal and formal interviews after observation, and it was found that teachers mainly analyzed by kindergarten, young children, classroom, teachers themselves, and game characteristics. When explaining the reasons, the teachers mainly focused on the training organization of the kindergarten management, the performance of the children themselves, the educational inspiration brought by other teachers, and the teachers' own awareness and ability, emphasizing the fact that "it's all in the hands of the people", and talking about the influence on their evaluation behaviors from the perspectives of different activity subjects.

Based on the above research content, the researcher has made suggestions and proposed improvement strategies. From the perspective of individual teachers, it is suggested that teachers take the initiative to learn relevant theories and make a good evaluation plan for children in the classroom; from the perspective of kindergarten organizations, it is suggested that kindergartens should communicate closely with teachers, organize relevant trainings, promote teachers to bring up the new, and reasonably arrange the teachers' work assignments; from the perspective of pre-service education, it is suggested that pre-school education should be organized in such a way that teachers can be more aware of their evaluation behaviors. From the perspective of pre-vocational education, it is suggested that colleges and universities specializing in pre-primary education should offer courses on educational evaluation and provide practical opportunities for educational evaluation.