The Study On The Conversion Of The Daily Appraisal Behavior Of Kindergarten Teachers

In the the teacher’s educational practices and concepts, the status and identity of theteachers together with the character of children’s age and physical and mental developmentmake the teacher as the evaluation source of preschool children’s behavior. With thedevelopment of teacher research, educational concepts of the teachers’ daily appraisalbehavior gradually draw the attention of some scholars. In the teachers’ educationalconcepts, the perspective of children plays an important role in them. It even determinesthe teachers’ educational concepts. As a “significant others” of the children, the basicviews and opinions of the kindergarten teachers determine and affect their daily appraisalbehavior or manners or methods, and then affect the children’s full development. However,the exact causal relationship between them is not yet clear. Teacher’s daily appraisalbehavior also lacks substantive change. It’s urgent need for us to study it.The study based on the conversion of the perspective of children uses objective studymenthods such as observation, questionnaire, interview,action research and so on toconduct in-depth study on the daily appraisal behavior and their perspective of children.On the basis of contingent exploring the relationship between them, the study is todiscover the problems and then develop an action research program. Finally, implementingaction research towards the conversion of bad preschool teacher’s daily appraisal behaviorand test its effect.The first part of this article is to study the relationship between kindergarten teacher’sdaily appraisal behavior and the perspective of children. It is found that theirself-expressed perspective of children and actual daily appraisal behavior presentdifference. That is to say, what the teachers have said discord with what they have done.The lack of reasonable and appropriate perspective of children may be the reason leadingto it. The specific performances are as following: the unawareness of the independentexistent value of the childhood; the lack of recognition in all respects; neglect of listening to children and the teachers-centered.The second part of this article is to implement action research towards the conversionof preschool teacher’s daily appraisal behavior and test its effect. The observation resultsof different latitudes of kindergarten teachers’ daily appraisal behavior and children’sreaction and children’s self-concept test results show that all the data presenting significantdifferences, indicating the action research implemented in experimental class achieve theanticipated goal primarily. The reason probably lies in the certain instructive and teachers’reflexivity of action research program. But there are some questions as following: give toomuch emphasis to keep the children quiet, have a bias towards preschool children’sGaozhuang behavior and return to “inertia evaluation” and so on. These questions demandfull attention.Finally, this study has put forward countermeasures and suggestions to improve thekindergarten teachers’ quality and ability of reflect as well as kindergartens and familiescooperate with each other.