随着对儿童权利的日益尊重，人们越来越关注学前教育领域中儿童心声的表达，但在当前幼儿园的绘画作品评价活动中教师一直占据主导地位，儿童作为儿童绘画作品的评价主体之一，其参与程度仍然不足，这不利于儿童自身的发展和教育活动的改进。本研究采取质性研究的范式，选取了3所幼儿园共126名幼儿参与研究，运用实物分析法、访谈法来收集不同年龄班幼儿对不同主题、不同创作主体的儿童绘画作品的评价，尝试自下而上构建儿童视角的绘画作品评价指标体系，并探究儿童绘画作品评价在评价依据、评价指标、评价结果、评价效用上的表现，同时了解教师评价对儿童评价的影响。研究结果发现：

在评价依据方面，多数幼儿在评价绘画作品时仅将画面的细节作为评价依据。在评价指标方面，第一，幼儿多从“绘画结果”维度对绘画作品进行评价，其中，幼儿的评价较多侧重“造型”和“用色”维度，使用“构思”和“构图”维度的较少；第二，幼儿的评价内容“单一”和“多样”的比例均等，绝大多数幼儿在评价儿童绘画作品时评价标准稳定。在评价结果方面，绝大多数幼儿给出了正面评价结果，少数幼儿的评价结果性质模糊；幼儿对评价结果的表达用词总体上较为单一、笼统。在评价效用方面，主要有改进绘画的表现手法、增加绘画的策略、丰富和创新绘画的内容及反思绘画的创作态度。

随着年龄班的提升，幼儿逐渐能兼顾画面整体与细节来评价儿童绘画作品，不同年龄幼儿均以正面评价结果为主，且评价结果用词的表现力增强。在对不同主题的儿童绘画作品的评价中，幼儿对情节画的评价会更多地关注到“绘画过程”维度，对该维度的评价较在其他两类绘画主题中的评价偏多。面对不同创作主体的儿童绘画作品，幼儿在自评时更多地使用“绘画过程”维度且关注到了“在绘画中的发展”维度；同时，相较于评价同伴和陌生幼儿，幼儿在自评时较多地给出正面的评价结果，较少地给出负面的评价结果。最后，大部分幼儿在教师评价后对自己绘画作品进行重评时丰富了评价依据和评价内容，少数幼儿改变了评价结果。

为了更好地促进儿童绘画作品评价活动、幼儿园美术教育活动以及学前美育的开展，研究基于研究结果提出了相应的教育启示：提供幼儿参与绘画作品评价的机会；尊重并支持幼儿的绘画评价活动；通过评价丰富幼儿的审美体验；提升教师审美素养，树立正确的评价观。

With the increasing respect for children’s rights, people are paying more and more attention to the expression of children’s voices in the field of preschool education. However, teachers have always been dominant in the current kindergarten’s painting evaluation activities. Children are one of the subjects of evaluation of children’s paintings, but the level of participation is still insufficient, which is not conducive to the improvement of children’s own development and educational activities. This research adopts the paradigm of qualitative research. A total of 126 children from 3 kindergartens are selected to participate in the research. The material analysis method and interview method are used to collect the evaluations of children of different age classes on children’s paintings with different themes and different creative subjects. Bottom-up constructs a children’s perspective of painting evaluation index system, and explores the performance of children’s painting evaluation in terms of evaluation basis, evaluation indicators, evaluation results, evaluation utility, and explores the influence of teacher evaluation on children’s evaluation. The results of the study found:

In terms of evaluation basis, most children only use the details of the picture as the basis for evaluation when evaluating paintings. In terms of evaluation indicators, first, children mostly evaluate paintings from the dimension of “painting results”. Among them, children’s evaluation focuses more on the dimensions of “modeling’’ and “use of color”, and the use of “conception” and “composition” dimension is less; Second, the ratio of “single” and “diversified” children’s evaluation content is equal, and the majority of children’s evaluation criteria are stable when evaluating children’s paintings. In terms of evaluation results, the vast majority of children gave positive evaluation results, while the nature of a few children’s evaluation results was vague; Children’s expression of the evaluation results is generally single and general. In terms of evaluating the effectiveness, it mainly includes improving the expression technique of painting, increasing the strategy of painting, enriching and innovating the content of painting, and reflecting on the creative attitude of painting.

With the promotion of age classes, children gradually can evaluate children’s paintings by taking into account the overall picture and the details. Children of different ages are mainly based on the positive evaluation results, and the expressive power of the words used in the evaluation results has increased. In the evaluation of children’s painting works of different themes, children’s evaluation of plot paintings will pay more attention to the “painting process” dimension, and the evaluation of this dimension is more than that of the other two types of painting themes. Faced with children’s paintings of different creative subjects, children use the “painting process” dimension more and pay more attention to the dimension of “development in painting” in their self-evaluation; Compared with evaluating peers and unfamiliar children, children are self-explanatory during the evaluation, more positive evaluation results are given, and less negative evaluation results are given. Finally, most children enriched the evaluation basis and evaluation content when they re-evaluated their paintings after the teacher’s evaluation, and a few children changed the evaluation results.

In order to better promote the development of children’s painting evaluation activities, kindergarten art education activities, and preschool aesthetic education, the study puts forward corresponding educational enlightenments based on the research results: Provide children with opportunities to participate in the evaluation of painting works; Respect and support children’s painting evaluation activities; Enrich the aesthetic experience of children by evaluation; Enhance teachers’ aesthetic quality, and establish a correct view of evaluation.