The Research On Preschool Teachers’ Praise Behaviors Set A Kindergarten In Wuhan As A Sample

As is known to all,the teacher’s praise can stimulate children’s interest in learning, help children build self-confidence, improve their self-efficacy, let our children feel respected, accepted, meet their psychological desire that want to be admitted,and form positive emotional experience in study and life.Because of praise has a variety of benefits and appreciated the idea of education get more and more people recognized and accepted and successful application in practice, the praise is widely used in the kindergarten, almost rampant. But studies have shown that excessive praise will hurt children’s internal motivation. This raises the author’s thinking, what praise of kindergarten to present the present situation, the problems which the teachers’praise, how to improve the effectiveness of the early childhood teachers praise.In this paper, the integrated use of literature method, observation method, interview method and other research methods, to preschool teachers praise behavior as the research object, as objectively as possible to present an overview of the current kindergarten teachers praise and the characteristics of preschool teachers using praise the problems existing in the process, and then puts forward strategies to resolve the problems, improve preschool teachers praise the effectiveness of the method are discussed.The purpose of the first part of this thesis is about the selected topic, the purpose of this study and significance, research status at home and abroad related to this study, a key concept in this paper the definition and related contents of research design is introduced.The first part of the article is mainly the present situation of preschool teachers praise use, including the characteristics of praise on time; For recognition object in gender, age, the different individuals or groups, teachers praise how differences; Praise for topics of present how changes; What are the specific way teachers praise; Teacher praised behavior orientation analysis, and so on.The second part emphatically analyzes the characteristics and the reasons why preschool teachers use such praises, mainly include:the "little teacher" phenomenon; In speech recognition, and secondly non-verbal praise; the gender differences; the praise and criticism combined use, etc.The third part is on the basis of the analysis of the situation, characteristics, this paper expounds the problems existing in the early childhood teachers praise and forming causes of the problems. The problems existing in the early childhood teachers praise: praise too general and not specific enough; conservation of the teacher’s praise too utilitarian; praise form a single; praise of gender difference is too obvious.The last part is about improving the effectiveness of early childhood teachers’praise strategies:preschool teachers’praise to specific clear; to choose the "little teacher"; preschool teachers’praise should be equally; preschool teachers’praise should be timely; preschool teachers’praise will vary from person to person; praise of preschool teachers’ should master "degree"; to the integrated use of a variety of praises; to improve the quality of the conservation of preschool teachers, etc.