Research On The Characteristics Of Self-evaluation Of Children In Senior Class

Self-evaluation is one of the essential attributes of human beings.It is an activity of self-cognition aimed at improving human behavior.Good self-evaluation is not only the need of survival and development,but also the need of human social development.People's self-evaluation ability and level begin to form and develop in early childhood,so the development of self-evaluation in this stage is of great significance to the development and growth of each individual.On the contrary,in real life,some children's self-evaluation is not paid attention to,which leads to their weak self-evaluation consciousness,thus affecting their good personality and social development.In addition,children in big classes are at a critical stage of transition from young to young,and are about to face academic pressure.Therefore,it is an important task to study the self-evaluation characteristics and influencing factors of children in big classes,and to understand the educational strategies to promote the development of self-evaluation ability of children in big classes.Researchers in a public school in wuhan city as the object of sampling,selecting one of large,a total of 30 children as the research sample,of the children by editing the interview outline interviews,supplemented by product analysis method,analysis of children's works on "self",to study the manifestation of taipans children self-evaluation,focuses on the army of child self evaluation,self evaluation standard,the content of the three aspects of the attribution of the self assessment.The qualitative analysis software Nvivo plus was used to encode the interview text data and interpret and analyze the self-evaluation of children in senior class.It was found that the self-evaluation of children in senior class presented the following characteristics:the self-evaluation mechanism was initially established and continuously improved;The self-evaluation standards are diversified,and both internal and external standards are emphasized.The self-evaluation attribution has the characteristic of individuation;The overall tendency of self-evaluation is positive.At the same time,in order to enrich and deepen the research on children's self-evaluation in senior class,the researchers also made interview Outlines and conducted non-structured interviews with parents and teachers to deeply analyze the influencing factors of children's self-evaluation behavior in senior class.After collating and analyzing the interview contents,the researcher summarized the factors affecting the self-evaluation behavior of the children in the big class as follows:children themselves,including children's cognitive ability and personality characteristics;Activity theme,including regional activities,theme environment creation activities and large-scale activities;Peer reference,including peer behavior and peer evaluation;Words and deeds of adults include words and deeds of parents and teachers.Finally,according to the characteristics of children's self-evaluation and the factors affecting children's self-evaluation behavior in this study,the researchers put forward the following Suggestions to promote the development of children's self-evaluation ability in big classes:concept change:help children become the master of evaluation;Space establishment:to provide a stage for children's self-evaluation;Timely intervention:explore strategies for effective self-evaluation.In addition,the researcher reflected on some possible problems in this study.