Research On The Influence Of Teacher Evaluation On Cooperative Strategy Of Young Children Aged 5-6 In A Cooperative Game

Cooperative communication has become a necessary condition for social life and work at present.It is also an important content of early childhood education to cultivate children's good cooperation strategy and communication ability.The author has consulted the related literature materials at home and abroad: teacher evaluation has some influence on the development of infant cooperative strategy,but the research on the relationship between the two is lacking,and the research methods are more theoretical,the research groups are mostly some special groups.Therefore,this study selected the application of teacher evaluation and the strategy of early childhood cooperation in the cooperative game context as the research object,using the observation and interview methods.From the four dimensions of teacher evaluation(positive language evaluation,positive nonlangu age evaluation,negative language evaluation and negative nonlanguage evaluation),it is found that many teachers do not pay attention to positive evaluation and evaluation lacks motivation.Positive evaluation has preference and does not pay attention to non-verbal evaluation;The application of evaluation is focused on results,and the treatment is not artistic;The evaluation subject is relatively single and the content is not general enough.Many Young Children Aged 5-6 in the game,although the use of reminders,compromises,inducement,explanations,rotation wait,negotiation,seeking help,active accosting,orders,threats these 10 cooperation strategies,but the overall use of a single machine,not flexible.After analyzing the relationship between the "teacher evaluation" and the "cooperative strategy" of young children aged 5-6 in the context of cooperative games,the author finds that there are significant differences in cooperation strategies between different teachers: when teachers use positive language evaluation,the cooperation strategy for young children is more diverse;When teachers evaluate with negative language,the strategy of early childhood cooperation is relatively simple.When teachers use positive nonverbal evaluation,early childhood cooperation strategy is more advanced;When teachers use negative nonverbal evaluation,the strategy of cooperation among young children is relatively elementary.Therefore,the author draws on the existing research experience and achievements on both,combining quantitative and qualitative analysis methods,and focuses on the analysis of the performance characteristics of 10 kinds of cooperation strategies for young children under the evaluation of four teachers.Therefore,it puts forward the teacher evaluation and implementation strategy to support the development of large-class cooperation strategy in the context of cooperative games: 1.Use positive evaluation as much as possible,and use negative evaluation cautiously;2.Pay attention to positive speech evaluation,taking into account positive non-verbal evaluation;3.Adjust and follow up the evaluation in time around the cooperation process for young children;4.Pay attention to the diversity of evaluation content,reflecting the common evaluation of teachers and children.The aim is to provide concrete and practical empirical data for teachers to better understand the value of teacher evaluation in Young Children Aged 5-6 's cooperative games and to promote the development of infant cooperative strategies.