Research On The Influence Of Teachers’ Influence Evaluation On Children’s Cooperative Behavior

With the deepening of the curriculum reform of basic education in China,quality education is also developing,and the concept of evaluation is changing in education.Educators begin to pay attention to the incentive function of evaluation in students’ cooperative behavior,and incentive evaluation is attracting increasing attention.In-depth research in this field has become the power source of preschool education innovation.From the perspective of "teachers",this study analyzes some misunderstandings in the evaluation process of teachers and puts forward corresponding suggestions.Through consulting a large number of documents,it is known that the influence of teacher’s incentive evaluation on children’s cooperative behavior is of research value.Therefore,this study hopes to grasp the practical problems and put forward practical suggestions by investigating the influence of teachers’ incentive evaluation on children’s cooperative behavior.This study mainly uses the methods of observation and interview,and randomly selects32 children and 3 large-class teachers from Y kindergarten in A city,Hebei province,and shoots all the teachers’ incentive evaluation activities and the accompanying children’s cooperative behavior in outdoor collective activities,and screens out 15 videos of teachers’ incentive evaluation affecting children’s cooperative behavior.Based on literature reading and collection,the video clips were observed and coded by using a self-made observation table.Next,the researcher discusses the characteristics of children’s cooperative behavior in the context of teacher’s incentive evaluation from five dimensions: teacher’s incentive evaluation method,teacher’s incentive evaluation content,teacher’s incentive evaluation identity,emotional input of teacher’s incentive evaluation and teacher’s incentive evaluation effect.Finally,the author uses the interview method to further analyze the influence of teacher’s incentive evaluation on children’s cooperative behavior in the context of outdoor collective activities.According to the actual situation of kindergartens,this study draws a conclusion by observing and analyzing the way,content,identity,emotional input,evaluation effect and feedback of children’s cooperative behavior of preschool teachers:(1)When teachers only use one evaluation method,children’s cooperative behavior is developed in a more one-sided way.(2)When the content of teacher’s incentive evaluation only pays attention to the observance of rules,the development of children’s cooperative behavior is relatively simple.(3)When teachers participate in games as educators,the development of children’s cooperative behavior is relatively primary.(4)When teachers use positive emotional input,children’s cooperative behavior develops more advanced and the effect is remarkable.(5)Teachers pay most attention to children’s active acceptance,ignoring the process evaluation.This paper analyzes the causes of practical problems from the perspectives of teachers’ incentive evaluation methods,content,identity,emotional input and evaluation effect,and puts forward targeted optimization strategies:(1)Choose appropriate evaluation methods to promote the diversified development of children’s cooperative behavior.(2)Pay attention to the diversification of evaluation content and promote the all-round development of children’s cooperative behavior.(3)Teachers should change their identities in time to participate in games and give timely and targeted evaluation to children.(4)Affirm the value of positive emotional input and further deepen teachers’ emotional input.(5)Strengthen the training of preschool teachers and improve the level of teachers’ incentive evaluation.