幼儿教师惩戒行为存在的误区、原因及优化策略  

Misunderstandings,Causes and Optimization Strategies of Preschool Teachers’Disciplinary Behavior

作　　者：何亚利 单文顶 HE Yali;SHAN Wending(College of Educational Science,Kashi University,Kashgar Xinjiang 844000,China;College of Education,Jiangsu University of Technology,Changzhou Jiangsu 213000,China)

机构地区：[1]喀什大学教育科学学院,新疆喀什844000 [2]江苏理工学院教育学院,江苏常州213000

出　　处：《四川职业技术学院学报》2025年第1期28-32,149,共6页Journal of Sichuan Vocational and Technical College

基　　金：2022年度江苏省高校哲学社会科学研究一般项目“美国学前班入学准备评估体系构成与运行机制研究”(2022SJYB1294);江苏省教育科学“十四五”规划2021年度一般课题“学前教育机构教育质量监测体系的国际比较研究”(C-c/2021/01/17);2023年度江苏省社会科学基金青年项目“江苏县域婴幼儿托育服务可及性的提升路径研究”(23JYC006)。

摘　　要：随着社会的进步和赏识教育理念的演进,幼儿教师的惩戒行为正面临着时代的挑战。合理的惩戒在幼儿教育中是一种必要的教育手段。然而,传统的惩戒方法过于强调惩罚和压制,容易忽视幼儿的发展需求和个体差异。这导致幼儿教师在处理幼儿行为问题时,惩戒行为往往情绪化、只重手段而偏离教育目的、惩戒方式缺乏针对性以及惩戒力度两极化等误区。鉴于此,本文旨在探讨和分析幼儿教师惩戒行为存在误区的可能原因,并从观念、行为和制度三个层面提出优化策略,促进幼儿教师惩戒行为的合理性和规范性,保障幼儿身心健康发展。With the progress of society and the development of the concept of appreciation education,the disciplinary behavior of preschool teachers is facing challenges from the historical background.Reasonable punishment is a necessary educational means in early childhood education.However,traditional disciplinary methods overly focus on punishment and suppression,which can easily overlook the developmental needs and individual differences of young children.This leads to misconceptions among preschool teachers when dealing with children’s behavioral problems,such as emotional behavior,deviation from educational objectives by focusing solely on means,lack of targeted punishment methods,and polarized punishment efforts.In view of this,this article aims to explore and analyze the possible reasons for the misconceptions in the disciplinary behavior of preschool teachers,and propose optimization strategies from the perspectives of concept,behavior,and system to promote the rationalization and standardization of preschool teachers’disciplinary behavior and ensure the physical and mental health development of young children.

关 键 词：幼儿教师 惩戒行为 误区 优化策略 

分 类 号：G615[文化科学—学前教育学]