Study On Evaluation Behavior Of Teachers In Kindergarten Education Situation

Kindergarten teachers’evaluation behavior refers to the behavioral processes in which teachers make verbal or non-verbal, has a positive or negative tendencies of value judgments for the performance of children’s specific words and deeds in the daily life in kindergarten, which belongs to the micro level of teachers’ evaluation of children. It is an important part of the interaction between teachers and children, as well as teachers’feedback, judgment and response on childrens’speech and behavior. Because the ability of childrens’self-evaluation is under development, their self recognition and evaluation will depend on teachers’ evaluation of their own on a large scale, so teachers’evaluation behavior has an important influence on the formation of children’s self-concept.This study analysis and discusses the connotation of kindergarten teachers’ evaluation behavior based on the existing research. Evaluation of behavior is not only an informal evaluation of the behavior of children, but also the interaction between teachers and children. It mainly has the characteristics of informal, situational, timeliness, subjectivity and educational. Its impacts on children are mainly manifested in:the formation and development of children’s self-awareness, children’s behavior pattern, children’s good character traits and good relationship between teacher and children.Through observation and interview survey, we found that there are five kinds of kindergarten teachers’evaluation behavior: praise, encouragement, criticism, punishment and ignore, in which praise behavior appears the highest frequency amounting to182times, accounted for the proportion of46.08%of all evaluation behavior. Teachers praise behavior can be divided into three kinds: patterns of certainly, specific praise and reward. The second is the critical behavior of teachers, amounting to95times, accounted for24.05%of the total. Criticism can be divided into three ways: pattern of negation, direct criticism and indirect suggestion.Encouragement and punishment are respectively56and33times, accounted for the total proportion of14.18%and8.35%.Teachers encouragement on children can be divided into two ways: relief and express hope. Punishment also includes two ways: punitive punishment and deprivation. The number of teachers’ignore behavior appear in the least, amounting to29times, accounted for7.34%of the total proportion, including specific interrupt and ignore in two ways.The problems of teachers’ evaluation behavior are mainly embodied in the following four aspects: teachers’ praise behavior are comparison modeled and general so the incentive function of evaluation lost; teachers’ praise behavior exists "hurt the innocent" situation; teachers’ criticism and punishment have evident negative emotions; teachers’criticism and punishment are mainly on discipline.Aiming at the existing problems of teachers evaluation behavior, the researchers put forward the corresponding suggestions to the teachers from the viewpoint of the process of an activity. Before the activity, teachers should establish a correct concept of evaluation, that the activity is to promote children’s development, the evaluation content is aiming at children’s whole development and the evaluation way are description and understanding. During the activity, teachers’ praise should be specific, punishment and criticism should be encouraged, also should pay attention to their own emotional state. After the activity, teachers should reflect on their own evaluation behavior.