教师评价语言对幼儿自我概念的影响  

The impact of teachers’ assessment language on children’s self-concept

作　　者：万春[1] 刘菊 Wan Chun;Liu Ju(Liupanshui Normal University,Liupanshui 553001,China;No.4 Kindergarten in Shuicheng County,Liupanshui 553004,China)

机构地区：[1]六盘水师范学院,贵州六盘水553001 [2]水城县第四幼儿园,贵州六盘水553004

出　　处：《六盘水师范学院学报》2019年第6期76-81,共6页Journal of Liupanshui Normal University

基　　金：2018年度六盘水市哲学社会科学项目“教师评价语言对幼儿自我概念影响的研究”（lpssklzc-2018-17）

摘　　要：为了探讨教师评价语言对幼儿自我概念的影响,对150名幼儿进行了问卷调查,并结合观察法和访谈法对幼儿教师的评价语言及其影响进行了研究。结果表明:幼儿自我概念水平总体较高;女孩的自我概念水平明显高于男孩;公立幼儿园幼儿的总体自我概念水平明显高于私立幼儿园的幼儿;公立幼儿园教师较常采用肯定具体的评价,私立幼儿园的教师较多采用笼统评价;肯定具体的评价语言更有利于幼儿积极自我概念的形成与发展。In order to explore the influence of teacher’s evaluation language on children’s self-concept, a questionnaire survey was conducted among 150 children, and the influence of teacher’s evaluation language on children’s self-concept was investigated by observation and interview. The results show that the level of children’s self-concept is generally higher;the level of girls’ self-concept is obviously higher than that of boys;the level of children’s self-concept in public kindergartens is obviously higher than that in private kindergartens;teachers in public kindergartens often adopt affirmative and specific evaluations;teachers in private kindergartens mostly adopt general evaluations;affirming and specific evaluations language is more conducive to the formation and development of children’s positive self-concept.

关 键 词：教师 评价 幼儿 自我概念 

分 类 号：G610[文化科学—学前教育学]