A Study On Teachers' Evaluation Behavior In Kindergarten Collective Music Teaching Activities

Teachers’ evaluation behavior refers to according to children’s behavior and performance of value judgment and feedback of verbal or nonverbal behavior. Preschool teachers’ evaluation behavior is part of the kindergarten day life, and t young interaction and young relations important form, but also influence the teaching effect and improve the effective teaching, inspire the important means of children’s learning and development.This study focused on children’s collective music teaching activity situation of teachers’ evaluation behavior research, kindergarten music activity is an important content of art education, part of the five areas is the kindergarten curriculum, belong to the category of aesthetic education, for children’s music accomplishment and aesthetic ability has an irreplaceable role. Given the characteristics of music teaching, this research has not brought to the attention in the study of preschool education. After the observation, the teacher in the practice teaching, single way of music teaching evaluation, evaluation fuzzy evaluation content high repeatability, uneven distribution, lack of inspiring, ignore the children’s real reaction phenomenon is widespread, such as how to change this situation is a topic worth studying.This study mainly usu the method of observation and interview method to kindergarten collective teaching activities of the music teachers’ evaluation behavior studied the quantity and quality, a more in-depth discussion and analysis of the characteristics of kindergarten teachers’ behaviors in music teaching, points out the existing problems and put forward the optimization strategy and advice of teachers teaching evaluation behavior.This study mainly consists of four parts:The first part is introduction. Including problem is put forward and definition of relevant concepts, research meaning and purpose, and related theoretical basis, the research both at home and abroad as well as the concrete research plan.The second part is kindergarten teacher teaching evaluation behavior of collective music activities. The author with "purposeful sampling" as the principle of sampling, recording with events for each activity for 20 minutes of transcription, a total of 15 records a kindergarten student in collective music activities, in contrast to screen after selecting music activities including 10 day, received a corpus of 7927 words, in combination with children’s emotional reaction and the teaching effect, respectively from the evaluation objects, evaluation content, evaluation type statistical behavior of three dimensions of teachers’ teaching evaluation and induction, and the demonstration garden and the demonstration garden, the novice teacher comparing with a master teacher.The third part is teachers teaching evaluation behaviors in the kindergarten collective music activities with research. The author based on the field observation of teaching activities, and teacher interviews, combining with the teaching evaluation situation of kindergarten teachers’ collective music activities more in-depth analysis on evaluation content, in order to make up for the inadequacy of quantitative research.The fourth part is conclusions and recommendations. Conclusion kindergarten teacher teaching evaluation behavior characteristics of the collective music activities, to optimize the evaluation result for the purpose, strategy and Suggestions are put forward.