According to the most basic principle of psychology, all human behavior is the result of learning. In the process of learning, reinforcement is the most basic intermediary. For example, when the baby can't talk for a few months, when he is full and awake, he often sends out various kinds of mouth. Uh huh? Linguists believe that these meaningless syllables uttered by babies have the basic phonemes of various languages, that is, children have the ability to learn various languages. However, why don't children actually become people who master various languages, but only master their own mother tongue? This is because when his voice is similar or the same as his mother tongue, people around him (mainly his mother) will smile or nod, repeat and so on. Give positive reinforcement to make children feel? I can keep saying that. . When children don't speak their mother tongue, adults shake their heads, deny, correct, etc. Give negative reinforcement, indicating that what you said is wrong. What is the message the children get? No, I can't say that, okay? . In this way, after a slow accumulation, children retain the pronunciation and vocabulary that conform to their mother tongue, while those that do not conform to their mother tongue gradually fade away and are forgotten. ?
The role of reinforcement evaluation method in social learning is similar to that in language learning, that is, in social communication, children retain and carry forward others' affirmative and recognized behaviors through reinforcement and evaluation by adults and peers. The negative and critical behavior towards others is gradually suppressed and finally subsided. ?
Teachers can use many methods to strengthen evaluation. Positive reinforcement, such as praise, smiling, nodding, thumbs-up, patting on the shoulder, gently touching the head, spiritual rewards (sending small red flowers, red flags, getting some priority) and so on. Negative reinforcement, such as criticism, serious expression and deprivation of some rights. Teachers should use these enhanced evaluation methods comprehensively, timely and appropriately. ?
First of all, reinforcement should appear in time after the reaction, that is, what the child did right or wrong, and the teacher should carry out positive or negative reinforcement in time. Instead of strengthening the child's reaction after a long time, the strengthening effect at this time is very small or meaningless. ?
Another problem that needs attention is that reinforcement means should not be used too frequently or inappropriately, sometimes poorly, and reinforcement may be a kind of interference. If several children are playing games or telling stories, everyone is very focused. The teacher praised them loudly when he saw that they played well. At this time, praise is interference, interrupting the child's game or thinking, which is unnecessary. If the teacher really wants to praise, he can praise it when summing up or sharing time. ?
In addition, praise should be moderate, especially for children who have always performed well and are often praised, so as not to breed pride. The emphasis of praise and encouragement should be placed on those children who do well through hard work or are often ignored and have low self-confidence. ?
In addition to teachers, there is also an important source of intensive evaluation in kindergartens, that is, children's peers. Peer will play a role in strengthening evaluation by smiling, being friendly, accepting, inviting games or refusing angrily. Any behavior that is not accepted by peers will produce negative reinforcement, which is conducive to the disappearance of improper behavior.