Research On The Characteristics Of Teachers' Praise Use In The Collective Education Activities Of Kindergarten Middle Class

With the popularity of appreciation education,praise also plays a more and more important role in kindergarten education.In collective education activities,teachers’ praise can not only stimulate children’s interest in learning,cultivate their self-confidence,but also make them feel respected and recognized,and promote their positive emotional experience in learning.However,excessive and inappropriate praise by teachers can also damage the child’s internal motivation and lead to dependent behavior.Therefore,this study will explore the present situation and characteristics of teachers’ praise in kindergarten collective education activities,the influencing factors of teachers’ praise application and suggestions to improve the effective use of praise by kindergarten teachers.This not only has practical significance,but also has certain theoretical significance.In this study,middle-class teachers and young children in kindergarten D and kindergarten S in Dalian were taken as the object of study,and the behavior of praise and application of teachers in collective education activities in kindergartens was observed in depth.Through sorting out the observed data and analyzing the interview records of teachers and young children,this study will focus on the time of praise,the object of praise,the form of praise,the orientation of praise,the situation of praise,the purpose of praise,and the methods of praise.This paper analyzes the present situation of kindergarten teachers’ praise application in collective education activities in eight dimensions,and summarizes the characteristics of teachers’ praise application in kindergarten middle class collective education activities.Finally,this paper puts forward the strategy of teachers’ effective use of praise.The research finds that in the middle class collective education activities teachers praise has the following characteristics: in the praise time presents the praise real-time;in the praise object presents the individual and the collective difference,in the praise object presents the individual and the collective difference;In the form of praise,mainly oral praise,material praise as a supplement,in the praise orientation presents a personal orientation and results-oriented praise is the majority,process-oriented praise is the least;In the praise situation,most of the praise is concentrated in the learningmanagement situation;in the praise purpose,the main goal is to complete the teaching activities;in the praise method,the reward praise is the main,and the critical praise is the second;In the praise effect presents the teacher praise has the certain positive effect.From the three aspects of teachers,children and parents,the study analyzes the factors that affect the use of teachers’ praise: the teachers’ own educational concept of praise is biased,and teachers’ praise contains excessive expectations for children’s behavior.The use of teacher praise has its distinct teaching style;The differences of children’s own personality characteristics,their behavior in activities,and their psychological needs for praise;Parents’ attitude towards teacher praise is indifferent.The close relationship between parents and kindergarten affects the use of teacher praise.On this basis,the researchers put forward some educational suggestions to improve the effectiveness of teachers’ praise in kindergarten collective education activities: teachers adopt correct praise strategies,help young children to view praise correctly,and parents establish correct educational ideas.