[Keywords:] Kindergarten; Collective teaching; Praise behavior; efficiency
The Guiding Outline of Kindergarten Education (Trial) promulgated by the Ministry of Education in June 20xx includes four parts: general principles, educational contents and requirements, organization and implementation, and educational evaluation. It is pointed out that teachers are "important others" in children's development and can guide children's personality and behavior. On the one hand, the formation of children's self-concept comes from teachers' evaluation. On the other hand, teachers' evaluation not only plays a guiding and shaping role in children's learning motivation and learning behavior. Teachers' evaluation and attitude directly affect children's self-confidence and individual development. Good evaluation ability is also helpful for teachers to scientifically and objectively express the education situation and teaching effect, sum up excellent education and teaching experience, and take more appropriate measures to improve and perfect education. The research shows that there are some problems to be solved urgently in the oral evaluation of preschool teachers in China, mainly focusing on teachers' educational evaluation literacy. On the one hand, teachers don't really realize that the purpose of evaluation is to promote children's all-round development, and teacher evaluation should reflect development and motivation; On the other hand, teachers are not sure about the evaluation content and the comments are not scientific and objective, which may have a negative impact on children's development.
First, the status quo of teachers' praise behavior in kindergarten small class collective teaching
Today's society strongly advocates appreciation education. Most people think that teachers should praise children's behaviors and appreciate them more, and even think that the more praise, the better. The author disagrees with the above viewpoint. Blind praise is not conducive to the healthy development of children's body and mind, and may also be counterproductive. Only positive praise can establish children's self-confidence, let children improve their aesthetic consciousness and ability, imagination and creativity in positive emotional experience, and realize healthy growth. In view of this, this study uses classroom observation method to analyze and count teachers' praise behavior in small class collective activities in 10 kindergarten. The results show that:
(A) the frequency of praise behavior
A small class in kindergarten takes about 15 minutes. The results show that (table 1) teachers praise frequently, and the interval between two praise behaviors is short. Children have a high enthusiasm for learning and an active classroom atmosphere, and can quickly concentrate on teaching.
(B) the classification of praise behavior
According to the specific degree of praise behavior, the author divides the observed 164 praise behavior into general praise behavior and specific praise behavior; Among them, general behavior includes two levels: very general and relatively general, and the latter has stronger educational effect than the former. The survey results show that (Table 2), the proportion of teachers using general praise behavior is relatively high, reaching 79. 8%, which is characterized by perfunctory language content, single form of praise and lack of vividness; General praise behavior widely appears in various teaching situations, and simple and vague words such as "yes", "good" and "well" have become the expression habits of preschool teachers. In addition, teachers use verbal praise more in collective teaching activities, and non-verbal praise is limited to nodding, smiling and clapping.
(C) the way praise occurs
The author divides the praise behavior of preschool teachers into verbal praise and non-verbal praise. The results of classification statistics show (Table 3) that teachers' verbal praise is the main form, and * * * occurs 1 10 times, accounting for two-thirds of the total praise behavior, while non-verbal praise only accounts for one-third. The author found several problems from the observation records: First, the teacher's praise behavior occurred frequently, and oral praise (spoken language) became the mainstream, and the praise effect was not good. Second, the content of teachers' praise is not specific and general, and the same content is reused. Third, teachers praise in a single way. Apart from words, only nonverbal behaviors such as nodding and smiling, hugging and other methods to bring people closer are rarely used. Fourth, the effect of teachers' praise behavior is not obvious. The reason is that teachers lack emotional investment in praise and pay little attention to children's care and individual differences. In the long run, children will become accustomed to or indifferent to teachers' praise and rarely give positive responses.
Second, the analysis of the causes of problems in teachers' praise behavior
(A) Analysis of the causes of praise behavior problems of preschool teachers
1, Analysis of the Reasons for Shortening the Frequency of Praise
This study found that the frequency of praise used by preschool teachers is high, and the time interval between two praise behaviors is short, which is consistent with the research result of Wei Zhihong [9], that is, praise is a form of teacher's positive evaluation and plays a positive role in children's good behavior. However, some researchers have found that too frequent praise will lose its intrinsic meaning [11]; The results of this study also show that the frequent verbal praise such as "great", "really smart" and "great" in a short period of time failed to play a positive role in strengthening, leading to the devaluation of praise behavior.
2. Analysis of the reasons for the degree of praise behavior.
In order to encourage children to actively participate in collective teaching activities and concentrate, teachers use verbal praise more often, supplemented by non-verbal praise such as smiling, nodding and clapping. These general and non-specific praise behaviors have been internalized into the teaching habits of kindergarten teachers, so we don't need to think according to the specific situation.
3. Analysis of the reasons for favorable comments.
The survey results show that the way of teachers' praise is relatively simple, and oral praise helps children to clarify the object of teachers' praise, so as to express themselves more actively; However, the general content can't reflect the individual differences of children, and it can't play a positive role in helping children to make clear the direction of their efforts. In addition, when teachers use nonverbal praise, they lack emotional input, pay attention to the use of inspiring actions, and ignore the behavior of narrowing the communication distance between teachers and students.
(B) Children's response to teachers' praise behavior
According to the survey data, this study summarizes children's responses to teachers' praise behavior, including indifference, general acceptance and positive response. "Indifference" means that the child has no obvious facial reaction to the teacher's praise, and his expression is callous; "General acceptance" refers to the smiling expression of children when they are praised by teachers, but there is no other positive behavior; "Positive response" means that children get positive emotional experience from teachers' praise and show a tendency of positive thinking and exploration. The results of this study show that children generally accept teachers' praise in most cases, followed by indifference and less positive response. Specifically, indifference and generally accepted children's performance generally appear after general praise behavior, which does not rule out that individual children are rarely paid attention to by teachers, because teachers occasionally respond positively to a praise. Whether children respond positively is also influenced by the charm of teachers' classroom teaching to some extent. Children's reactions to different types of praise vary greatly. When the teacher gives specific praise to the child's answer or behavior, the child will respond positively and continue to learn actively. When the teacher gives the child a general praise, the child either smiles or doesn't respond. With the increase of praise times, children will neither show a happy expression nor have a tendency to explore and learn further.
(C) Analysis of factors affecting teachers' praise behavior
Through non-participatory classroom observation, the author summarizes the objective influencing factors of teachers' praise behavior in small class collective teaching activities in kindergartens.
1, objective environment
First of all, the quality of preschool teachers directly affects the authenticity and innovation of praise behavior. Secondly, the teaching time of backbone teachers and novice teachers is different, and their objective views and subjective feelings towards children and kindergartens are also different, which further profoundly affects the degree of praise behavior. Specifically, backbone teachers pay more attention to children, while novice teachers focus on the requirements of kindergartens. Thirdly, there are differences in teachers' educational evaluation ideas, that is, each teacher has his own recognized educational views and ideas, and different ideas lead to different teaching styles, which directly leads to the differentiation of praise forms; Teachers' daily teaching reflection and study also affect the effect of praise behavior.
2. The quality of running a kindergarten and the job satisfaction of preschool teachers.
At present, some kindergartens have some problems in the quality of running schools and class specifications, such as the large number of classes and the relatively small number of classes equipped with "two education and one guarantee", which makes it difficult for teachers to take care of every child and the combination of protection and education is not perfect.
Third, the effective strategies of teachers' praise behavior
(A) Preschool teachers praise frequency strategy
In my opinion, in order to solve the problems of high praise frequency and short interval between two praises, kindergarten teachers should first strengthen the pertinence of praise, reject the praise form with fast frequency and general content, fully show teachers' sincerity and true feelings, and take more appropriate praise methods in combination with children's personality characteristics to give full play to the encouragement and promotion of praise. Secondly, teachers' praise behavior should be comprehensive and objective, which means that the object of praise should not be omitted in teaching, so as not to dampen children's enthusiasm and affect their feelings; Objectivity means that teachers' praise should be realistic and not exaggerated, especially for children in small classes. The frequency and content of preschool teachers' praise should be helpful to the development of children's potential and the cultivation of sociality.
(B) strategies for preschool teachers to praise the degree of behavior
The author believes that kindergarten teachers should pay attention to the vividness, flexibility, richness and interest of the content when using praise language, so that children can feel encouraged and create a lively classroom atmosphere. Teachers also need to master the forms of praise, such as making good use of eyes, smiling, touching, hugging and gestures. Combined with specific praise words, let children feel the intention and direction of teachers' efforts, achieve the purpose of "educating people with emotion" and improve the effectiveness of teachers' praise behavior.
(C) strategies of kindergarten teachers' praise behavior
The author believes that children mainly think intuitively and in images, and kindergarten teachers can use more non-verbal praise, such as kind smile, caring touch, satisfied nod and approving eyes. In order to enhance children's hands-on operation ability and thinking imagination ability and create a good social training environment. In short, in order to improve the effectiveness of kindergarten education, kindergarten teachers need to improve the praise behavior in collective teaching activities and promote the healthy growth of children in a happy classroom atmosphere. We can improve our comprehensive quality and knowledge level, enhance the awareness of scientific evaluation of children, implement kindergarten education policies, and adhere to the concept of scientific garden management.