Research On Praise Behaviors Of Kindergarten Teachers In Collective Teaching Activities ——Take Z Kindergarten In Henan Province As An Example

All activities of children in kindergarten are carried out under the guidance of teachers,and there is high-frequency interaction between teachers and children.Among them,praise is a common method used by teachers in teacher-child interaction,which has an invisible and long-term impact on children’s psychological and emotional development.However,how teachers’ praise behavior is presented in practical activities,whether there are problems,and how to solve them,these thoughts jointly promote the development of this study,in order to provide certain ideas for enriching theoretical research and improving teachers’ behavior.This study uses the observation method to record the collective teaching activities of 12 sample teachers in Z kindergarten,and organizes them into texts through analysis and refinement to lay a foundation for understanding the status quo of teachers’ praise behavior;in this study,face-to-face communication is conducted with the teachers of the primary and secondary classes to obtain the intrinsic motivation of teachers’ praise behaviors,and broaden their thinking paths for current situation analysis,cause exploration,behavior improvement,etc.There are five chapters in the main body of the thesis,and the research content is mainly carried out from the following three aspects.First of all,the survey is carried out on the basis of determining the survey samples and tools to present the status quo of praise behavior in the collective teaching activities of preschool teachers.There are different forms of the sample teachers’ praise behavior.Through induction and analysis,it is found that the main characteristics of praise behavior are: praise objects have individual and collective differences;praise methods are mainly verbal praise,supplemented by non-verbal praise;most of the praise in the teaching session is based on the mastery of knowledge and skills;the nature of the praise is mostly general;the praise orientation is more focused on results,and the personal and process-oriented praise is less;the frequency of praise is high among small-class teachers and science teachers,and there is a correlation between teachers’ teaching experience and the frequency of praise.Secondly,this study explores and analyzes the problems and influencing factors of praise behavior in preschool teachers’ collective teaching activities.There are many differences in preschool teachers’ praise behavior.According to these differences,it can be found that there are a series of problems in preschool teachers’ praise behavior.The specific manifestations are as follows:the individual is more important than the collective,and the opportunities for children to be praised are unequal;the praise method is single,and the content is fixed without new ideas;attaching importance to the praise of children’s knowledge and skills,but ignore children’s emotions;praise behavior is more general and lacks specificity;praise behavior is mainly result-oriented,which is not conducive to cultivating children’s growth thinking;regional activities are less praised,and praise in different areas of activity has significant difference.In this context,through conducting attribution analysis based on actual observation and teacher interviews,the researcher found that three aspects affect preschool teachers’ praise behavior,namely,activity form,personal inner quality and concept,and specific behavior in activities.Finally,it puts forward feasible suggestions for preschool teachers to improve the effectiveness of their own praise behavior.Based on the definition of effective praise,the current situation of the problem and influencing factors,the researcher believe that teachers should: update their concepts and establish a correct view of children’s evaluation;pay attention to the process of activities and various fields of activities,and flexibly adjust the orientation of classroom praise;praise method should vary from person to person and diversified.;praise should be specific and avoid general evaluation;praise should be fair and open to all children;constantly reflect and seek development from practical actions.