中班集体活动中教师的奖励行为研究——以A市S幼儿园为例

Research on Teachers’ Reward Behavior in Middle Class Collective Activities—Taking S Kindergarten in A City as an Example

奖励作为一种对个体或集体给予赞扬常见的行为方法,广泛涉及社会的各个层面。幼儿园是人生发展的奠基阶段,3~6岁幼儿身心发展迅速,幼儿园教师在如何运用奖励的问题上更加值得关注。本研究以A市S幼儿园中班教师的奖励行为为观察案例,对教师奖励行为的奖励形式、奖励情境、奖励标准以及奖励对象四方面进行分析。从中发现奖励形式单一、奖励忽略个体差异、奖励重结果轻过程、奖励无法及时进行等问题。由此提出相应建议,树立科学的评价观,奖励的形式多样;奖励贯穿整体活动;注重幼儿的个体差异;奖励行为的交流反思。

As a common behavior method to praise individuals or groups, reward is widely involved in every level of society. Kindergarten is the foundation stage of life development. Children aged 3~6 develop rapidly physically and mentally. Kindergarten teachers should pay more attention to how to use rewards. This study takes the reward behavior of middle class teachers in S Kindergarten in A City as the observation case, and analyzes the reward form, reward situation, reward standard and reward object of teachers’ reward behavior. It is found that the form of reward is single, reward ignores individual differences, reward is more important than process, reward can not be timely. Therefore, corresponding suggestions are put forward to establish a scientific view of evaluation and various forms of reward;reward throughout the whole activity;pay attention to children’s individual differences;communicative reflection on rewarding behavior.