摘要
本研究运用观察法,对10名专家型幼儿园教师和10名新手型幼儿园教师的日常评价行为进行对比,结果发现这两类教师在"真棒""微笑""严肃"等多个项目上没有显著差异;专家型教师"情感投入""化解"等评价行为显著多于新手型教师;新手型教师"发奖品""打断""轻视"等评价行为显著多于专家型教师;幼儿受到专家型教师评价行为的"启发"显著高于新手型教师;幼儿对新手型教师的评价容易产生"无奈"和"发呆"的反应。为改善幼儿园教师的日常教育评价,应重视幼儿园教师的日常评价行为,努力提高其运用"情感投入""化解"等积极评价行为的频率与质量。
This study used the observation method to carry out a kind of comparative research on the daily evaluative behavior of 10 expert and 10 novice kindergarten teachers from the same city. h was found that although there were no significant differences between the two types of teachers in terms of ＂You are awesome＂, ＂Smiling＂ and ＂Being serious＂, expert teachers used positive evaluative behavior such as ＂Emotional input＂ and ＂Ease＂ significantly more than novice teachers did, while the latter used more negative evaluative behavior like ＂Awarding＂, ＂Interruption＂ and ＂Contempt＂. It＇s not surprising that children were more inspired by expert teachers than by novice teachers and responded more helplessly and drowsily to novice teachers. To improve kindergarten teachers＇ daily evaluative behavior, first we should pay attention to teachers＇ such educational behavior, and then do best to help teachers use positive evaluative behavior more frequently and appropriately.
作者
叶平枝
司秀月
Ye Pingzhi Si Xiuyue(School of Education, Guangzhou University, Guangzhou 510006 China 11th Jianhua Experimental Kindergarten of Beijing City, Beijing 102600 China)
出处
《学前教育研究》
CSSCI
北大核心
2017年第8期24-34,共11页
Studies in Early Childhood Education
基金
全国社科基金项目"激励性教师评价行为对幼儿发展影响的实验追踪研究"(批准号:BHA160091)
关键词
专家型教师
新手型教师
日常评价行为
expert teachers, novice teachers, daily evaluative behavior
