Research On Teachers’ Praise Behavior In Collective Teaching Activities In The High Class Of Kindergarten

Teachers of young children’s evaluation is beneficial to the cultivation of children’s self-confidence,praise is a positive evaluation,and with care,attention,sure,to see the intrinsic value of,can arouse children’s interest in learning,develop self-confidence,improve the self-efficacy,develop positive and healthy psychology,form positive emotional experience,objective self-evaluation and mood.Inappropriate praise will damage children’s internal motivation and is not conducive to their physical and mental health development.This study provides strategic support for improving the effectiveness of preschool teachers’ praise by understanding the status quo of teachers’ praise behavior in large class collective teaching activities and exploring the problems and causes of preschool teachers’ praise behavior.This study adopts observation method,interview method and case analysis method,and takes 24 kindergarten teachers from kindergarten Z and L in Shenzhen as the research object,observing 41 collective teaching activities organized by kindergarten teachers,and collecting422 praising behaviors of kindergarten teachers.This paper explores the status quo,existing problems and causes of teacher praise behavior in large class collective teaching activities from six dimensions of praise purpose,praise orientation,praise object,praise content,praise way and praise effect,and puts forward strategies to promote the effectiveness of teacher praise.It is found that the following problems exist in the praise behavior of preschool teachers in large class teaching activities: too much emphasis on discipline,lack of positive motivation;Pay too much attention to the result of behavior,ignore the process of behavior;Pay more attention to rules than emotional experience;Verbal praise is more general,material praise is used more;Lack of effective praise,children less aggressive response.The main reasons for the problems of teachers’ praise behavior are teachers’ concept of praise,teachers’ personal characteristics,teachers’ professional knowledge accomplishment and practical skills,kindergarten’s work arrangement and kindergartners’ kindergartners’ training.Master appropriate and scientific praise skills;Be reflective and examine your own praise behavior;Adjust personal mood,maintain a positive state;Contact the parents and work together to empower them.Kindergarten should pay attention to teachers’ praise behavior and improve the quality of training;Help teachers "reduce the burden",increase the opportunities for teacher-child interaction;Give full play to collective wisdom and establish a teaching and research community.