Research On The Reward Behavior Of Kindergartenmiddle Class Teachers

At present,reward is one of the educational means that kindergarten teachers often use.The effective use of reward has an important influence on the daily life of kindergarten.Children in the middle class age stage have increased their understanding,started to judge right and wrong,and their curiosity is also growing.They begin to evaluate their behavior preliminarily.When they succeed,they hope adults will recognize and affirm themselves,so as to gain a sense of pleasure and achievement.Middle class children are no longer just a single compliance evaluation,but gradually develop to the advanced level of independence evaluation.Therefore,the focus of this study is to understand the current situation of the use of rewards in the daily life of middle-class teachers,analyze the problems and influencing factors in their reward behavior,in order to put forward effective strategies for the improvement of middleclass teachers’ reward ability and level.This study takes a kindergarten in Guiyang as the research object,mainly adopts observation and interview methods to observe and record the reward behavior of the middle class teachers in a kindergarten.Through sorting out and analyzing the relevant data,this study mainly describes and analyzes the status quo of middle-class teachers’ reward behavior from seven aspects: recognition,frequency,form,object,opportunity,reason and effect of reward.Among them,the advantages of middle class teachers’ reward behavior include: correct consciousness reward should be used reasonably;the form of reward is no longer limited to the fixed form;the combination of reward and criticism.The existing problems are as follows: first,the middle class teachers don’t have a clear understanding of the concept of reward;second,the language reward is general and single;third,the teacher’s reward tends to be too conventional and disciplinary;fourth,the teacher ignores the effect reflection after the reward;fifth,the lack of clear and scientific reward standards.After analyzing the influencing factors behind the problems,it is found that teachers themselves,children,parents and so on have an impact on the reward behavior of kindergarten teachers in the middle class.Finally,the author puts forward the following suggestions: first,teachers should strengthen the learning of theoretical knowledge about reward;second,the language in language reward should be generalized to specific;third,the reasons for teachers’ reward should be multi-faceted;fourth,teachers should strengthen the reflection on the effect of their reward behavior;Fifth,teachers should establish reasonable and scientific reward standards;Sixth Teachers should face different children and reward them according to their different characteristics.Seventh,they should actively build a reward model of home cooperation.