A Comparative Study On The Difference Of Daily Evaluative Behavior Between Urban And Rural Kindergarten Teachers

With the maturity of modern educational evaluation concept,teachers’ daily evaluative behavior with the characteristics of immediacy,authenticity and integration into children’s one-day life has attracted the attention of more and more researchers,and its related research is also expanding and deepening.In the process of probation,the researchers found that there were some differences in the daily evaluation behavior of kindergarten teachers in urban and rural areas,but did not find the relevant research comparing the two in the literature.In order to explore the specific differences,the researchers try to collect the data of urban and rural kindergarten teachers’ daily evaluation behavior,conduct comparative research and difference analysis,in order to supplement and improve the relevant theories,and provide an objective basis for improving the daily evaluation behavior of urban and rural kindergarten teachers.In this study,two representative urban and Rural Kindergartens in L City were selected.Two teachers were randomly selected from the large,medium and small classes of each kindergarten,with a total of 24 teachers as the research object.Professor Ye Pingzhi’s observation record of preschool teachers’ daily evaluation behavior was used to investigate the current situation of urban and rural kindergarten teachers’ daily evaluation behavior,and SPSS statistical software was used to sort out and analyze the research data,On this basis,combined with interview method,further difference analysis is carried out.Through the comparative study of the two differences,the following conclusions are drawn:1.Evaluation of behavioral status:(1)Overall,there are significant differences in positive nonverbal behavior and negative nonverbal behavior between urban and rural kindergarten teachers’ daily evaluation behavior.In contrast,rural kindergarten teachers’ nonverbal behaviors are less and tend to be negative,while urban kindergarten teachers’ nonverbal behaviors are more and tend to be positive;The internal stability of urban kindergarten teachers’ daily evaluation behavior is higher than that of rural kindergarten teachers.The evaluation behavior among urban kindergarten teachers is relatively consistent,and there are great individual differences among rural kindergarten teachers.(2)Specifically,the daily evaluation behavior of rural kindergarten teachers tends to be "teacher standard",and the daily evaluation behavior of urban kindergarten teachers tends to be "child standard".Specifically,urban kindergarten teachers have more positive daily evaluation behaviors such as "Interest" and "Hug",while rural kindergarten teachers have more positive daily evaluation behaviors such as "Awarding" and negative daily evaluation behaviors such as "Reprimanding" and "Contempt",and there are significant differences in these behaviors.2.In terms of the characteristics of evaluation behavior,the daily evaluation behavior of urban kindergarten teachers is more in-depth and targeted.The "private evaluation" and "close evaluation" behaviors of kindergarten teachers in urban and rural areas are significantly different,and the behavior in urban areas is more than that in rural areas;There is no significant difference in emotional input between urban and rural kindergarten teachers’ daily evaluation behavior.3.In terms of the effect of evaluation behavior,the effect of daily evaluation behavior of urban kindergarten teachers is generally better than that of rural kindergarten teachers;Urban kindergarten teachers’ daily evaluation behavior is more active and enlightening,while rural kindergarten teachers’ daily evaluation behavior is more passive.Based on the above research results of study,in order to optimize the daily evaluation behavior of kindergarten teachers in urban and rural areas,the researchers put forward the following targeted educational suggestions: 1.Pay attention to the study of evaluation theory and enrich teachers’ evaluation knowledge;2.Change teachers’ view of children and establish a proper evaluation view;3.Enhance teachers’ emotional investment and Master scientific evaluation skills;4.Create a suitable evaluation environment and enable evaluation to be more active and effective.