The Influence Of Non-verbal Evaluation Behavior On Children's Self-concept In The Teaching Activities Of Novice Preschool Teachers

The self-consciousness of a person has undergone a considerable process from germination to maturity and is gradually perfected in the changing development.The primary form of self-concept is that children have a primary sense of self and the ability of subject-object differentiation.This shows that pre-school children have a preliminary self-concept.However,due to subjective factors such as the level of physical and mental development and objective factors such as living environment,preschool children are not mature enough in terms of their mentality and so on.They are easily credible or rely on the evaluation of others,and often put the evaluation language or behavior of others as the evaluation standard of self behavior and self-awareness of the tool.Teachers and children have more daily contact,and children are exposed to the influence of teachers.Teachers,as the main body of the evaluation of children,their own evaluation quality and ability have an important influence on the development of children.Therefore,teachers' evaluation behavior and evaluation literacy are particularly important.In this study,the author identified the research environment as a collective class teaching activity and explored how non-linguistic teachers used non-linguistics to evaluate young teachers in the collective teaching environment.On the one hand,it can deepen the correct understanding of the non-verbal evaluation of the collective teaching by the novice teachers to a certain extent,and improve the artistic and scientific nature of teachers' non-verbal evaluation.On the other hand,it also helps to enrich the relevant theories of education evaluation of infants and provide theoretical reference for the reform of education evaluation in kindergarten.This study uses observation and interviewing methods to collect research data,and analyzes the status quo of teachers' non-verbal evaluation behavior in kindergarten collective class teaching and its influence on children's self-concept.The conclusions are as follows:1.Teachers are mainly based on negative non-language assessments,such as "seriousness","angry",etc.Positive non-verbal assessments such as "smile" and "like" are relatively rare;2.The children's positive non-verbal evaluation of teachers showed "positive","joy" and other reactions,and most of the non-verbal evaluation of negative behaviors were "stop" and "silent",etc.3,Positive non-verbal evaluation behavior contributes to the promotion of children's self-concept,and vice versa is not conducive to the development of children's self-concept.In the end,the author analyzes the causes of problems in non-language evaluation of teachers from two aspects: kindergartens and teachers,and puts forward specific suggestions on how to improve non-verbal evaluation of teachers: The kindergarten should organize teachers to participate in relevant training and teaching and research;implementing humanistic care and reform management system;teachers should improve their professional quality,enrich the teaching experience of education,and adjust their emotional and emotional feelings when working and evaluating,etc.