| Criticism is an important part of the daily negative evaluation of kindergarten teachers,and it plays an important role in the growth of children.Appropriate te acher criticism can help children distinguish right from wrong,correct their own s hortcomings,and guide them to establish a correct outlook on life,values,and th e world.But criticism,as an educational method different from praise and appreci ation,is often misunderstood and misused.Inappropriate teacher criticism can caus e children to have negative emotions,reduce self-confidence and self-identity,and thus produce inferiority,anxiety,and weakness,and hinder the healthy growth of children.Criticism is carried out in the interaction between children and teachers.Children are the main body of teacher criticism.Their feelings of teacher criticis m are the most intuitive and profound.Their feelings and views on teacher critici sm will directly affect the effect of teacher criticism.Therefore,approaching the world in the eyes of children and exploring children’s views and feelings about te acher criticism are of important reference significance for improving kindergarten t eachers to improve their own critical behavior.However,there is currently a lack of research on the children’s perspective of teacher criticism.Based on this,this research starts from the children’s perspective,understands children’s feelings and views on teacher criticism,and explores the problems of kindergarten teachers’c riticism from the children’s perspective.Carefully present the criticism in the eyes of children.This study selected children from three large classes of Z kindergarten in Wu han,and conducted one-on-one interviews with 90 children using semi-structured i nterviews and situational story introduction methods to understand their feelings an d views on teacher criticism.With the help of the qualitative research analysis so ftware Nvivo11,the acquired interview data of more than 60,000 characters is use d for rooted coding and category analysis.The research results explored children’s perceptions of teacher criticism from six aspects:the meaning,content of criticis m,methods of criticism,attribution of criticism,and existence of criticism,and pr esented a detailed overview of teacher criticism in children’s eyes..On the basis of the research results,the discussion section carried out in-dept h analysis and analysis from three aspects:"the influence of kindergarten teacher’s criticism on children","the problems existing in kindergarten teacher’s criticism"and "factors that affect children’s understanding of teacher criticism".Explore.Aft er the research results and the discussion part of the research found that:first.Ch ildren’s understanding of the connotation of teacher criticism is biased.Children t hink that criticism is to remind you;criticism is to make you correct;criticism is punishment;criticism is poor performance.second.Children’s feelings about teac her criticism are individual.Children themselves are criticized by the teacher main ly as happy,unhappy,scared,and not feeling.Children see others being criticized by the teacher mainly as happy,unhappy,anxious,There are no four feelings;t hird.The teacher’s criticism in the eyes of children includes verbal criticism and punishment.The verbal criticism mainly includes three kinds of scolding,remindin g,and teaching.Punishment mainly includes going to the rest area,deduction of stickers,penalty station,sending to other classes,Call parents five ways;fourth,t he control function of criticism becomes the dominant force;fifth,most children t hink that criticism is reasonable.Based on the above research,the researchers put forward the following four educational suggestions:first.Criticism should pay attention to children’s feelings and listen to children’s voice;second.Criticism should focus on occasions and sa feguard children’s self-esteem;third.Criticism should be targeted to avoid "genera lization of criticism"";fourth,inject emotional care into the criticism process and avoid personal emotions. |
