幼儿园教师非正式评价对幼儿人格的影响研究  

Study on the influence of kindergarten teachers on children’s personality

作　　者：袁园 孟戡 YUAN Yuan;MENG Kan(YuZhang Normal University,Nanchang Jiangxi,330103,China)

机构地区：[1]豫章师范学院,江西南昌330103

出　　处：《豫章师范学院学报》2022年第4期91-95,101,共6页Journal of Yuzhang Normal University

基　　金：江西省教育科学规划项目“教育神经科学视野下教师非正式评价对幼儿人格发展的影响研究”(编号:19YB307)。

摘　　要：本研究采用《幼儿人格发展教师评定问卷》和《幼儿园教师非正式评价观察记录表》,随机对某一级幼儿园教师进行个别观察并对教师所在班级的幼儿进行调查,结果表明:(1)幼儿教师非正式评价倾向于肯定性、言语型、笼统的方式,且常评价幼儿的社会性;(2)幼儿的性别与年龄在幼儿园教师非正式评价上无显著差异;(3)幼儿教师的非正式评价性质对幼儿人格发展水平有着显著影响。据此对幼儿教师改进日常评价行为提出了一定的建议:提高教师对非正式评价的认识;发挥评价的发展性功能;建立多元评价观;多用肯定、具体和非言语评价以提高幼儿人格发展水平。This studyused the“Children’s Personality Development Teacher Assessment Questionnaire” and the “Kindergarten Teachers Informal Evaluation Observation Record” Form to randomly observe 10 kindergarten teachers individually and investigate the children in the teachers’ class, the results shows:(1)the informal evaluation of kindergarten teachers is mainly positive and verbal evaluation, and tends to evaluate children as social;(2)the gender andage are not significantly different in the informal evaluation of kindergarten teachers;(3)the informal evaluation nature of preschool teachers hasa significant influence on children’s personality development level.Accordingly, some suggestions for preschool teachers to improve their daily evaluation behavior: improve teachers ’understanding of informal evaluation, play the developmental function of evaluation, establish multiple evaluation concept, and use affirmation, concrete and non-verbal evaluation to improve children’s personality development level.

关 键 词：幼儿园教师 非正式评价 幼儿人格 

分 类 号：G613[文化科学—学前教育学]