教师评价对幼儿情绪的影响研究

　　学前教育硕士论文（范文6篇）之第二篇

　　摘要

　　伴随着现代教育理念的日臻成熟，教育评价领域的研究范围也在不断拓宽。其中，幼儿教师评价行为引起了越来越多专家学者的注意，成为最热门的研究话题之一。站在幼儿成长角度审视这一问题，正向情绪能有效促进幼儿和谐发展、健康成长。如今，我国学前教育事业的发展迅速，大量学者与一线教师一致认为，教师评价会对幼儿情绪产生不可估量的影响。对这方面研究的不断深入，成为学前教育评价改革的动力源。

　　教师如果能给予每个孩子合理、到位、公正的评价，会使孩子产生良好的情感体验，能达到稳定幼儿情绪的目的，也能促进教师个人专业发展。所以，每一位幼儿教师都要以正确态度面对评价，为自身和幼儿的发展奠定基础。然而，在广泛阅读文献资料的过程中了解到，将教师评价和幼儿情绪分开研究的比较多，缺乏将二者相结合进行的研究。为此，笔者全方位收集资料，结合案例分析、实地访谈等，切实把握教师对幼儿的评价情况，旨在把握问题、提出建议。

　　依据幼儿园的实际情况，本研究通过对幼儿教师评价的目的、方式、态度以及幼儿的情绪反馈的观察与分析发现：教师对幼儿情绪的认识不够准确；教师的评价方式过于单一，多以言语评价为主；教师评价的态度多为否定泛泛，忽视了幼儿的情绪体验；教师缺乏对幼儿的充分了解；缺少评价后对幼儿情绪的应对。

　　分别站在幼儿、教师、园所发展的角度上剖析了引发实际问题的根源，有针对性地提出优化策略：增强教师综合素质与能力，能在多种评价方式中灵活切换；充分认识到评价会对幼儿情绪产生何种程度的影响；革新教育理念，开展家园合作的密切联系；促进幼儿教师专业发展等。

　　关键词：幼儿教师评价，幼儿情绪，影响

　　Abstract

　　With the maturity of modern educational concept, the scope of research in the fieldof educational evaluation is also expanding Among them, kindergarten teachers'

　　evaluation behavior has attracted more and more attention of experts and scholars, and hasbecome one of the most popular research topics From the perspective of children's growth,positive emotions can effectively promote children's harmonious development and healthygrowth Nowadays, preschool education in China is developing rapidly A large number ofscholars and front-line teachers agree that teachers' evaluation will have an inestimableimpact on children's emotions The deepening of research in this field has become thedriving force for the reform of preschool education evaluation If teachers can give eachchild a reasonable, in-place and fair evaluation, it will make children have a goodemotional experience, and they can achieve the goal of stabilizing children's emotions, andcan also promote teachers' personal professional development Therefore, everykindergarten teacher should face the evaluation with a correct attitude and lay a foundationfor their own and children's development However, in the course of extensive reading ofliterature, it is known that there are many separate studies on teachers' evaluation andchildren's emotions, and there is very few research that combines the two aspects For thisreason, the author collects all-round information, combines case analysis, field interviews,and so on, to grasp the teachers' evaluation of children, in order to grasp the problems andput forward some suggestions

　　According to the actual situation of kindergartens, this study through the observationand analysis of kindergarten teachers' evaluation purposes, methods, attitudes andemotional feedback of children found that teachers' understanding of children's emotions isnot accurate enough; teachers' evaluation methods are too single, mostly base on verbalevaluation; teachers' evaluation attitudes are mostly negative and general, ignoringchildren's emotional experiences; teachers lack of understanding of children's emotions

　　Children's full understanding; lack of evaluation of children's emotional responseFrom the perspective of the development of children, teachers and kindergartens, thispaper analyses the causes of practical problems and puts forward some optimizationstrategies: enhancing teachers' comprehensive qualities and abilities, flexibly switchingamong various evaluation methods; fully recognizing the impact of evaluation onchildren's emotions; innovating educational concepts to develop close links between homeand kindergarten cooperation; and promoting teachers' professional development, etc

　　Key words: evaluation of kindergarten teachers,young children's emotions,impact

　　目录

　　第一章 研究设计

　　一、研究目标及内容

　　研究目标：

　　本研究取得公立幼儿园的配合与园中的一线教师相合作，研究教师评价对幼儿情绪方面的影响的现实及问题，同时就此状况来达到提高幼儿园教师观察能力和评价能力、反思能力的目的，有较强的针对性。

　　构建一个完善的教师评价体系，能够促进幼儿的全面发展，这个体系是提升教师评价能力的重要组成部分。虽然有一些学者和资深的一线教师在逐步提高对幼儿教师评价行为研究的重视程度，但是在有关幼儿教师的评价行为与幼儿情绪的相关研究方面仍是十分稀少匮乏的。本研究正是走进幼儿教师的日常教学工作与幼儿的一日生活中，结合教师使用评价的实例，来丰富幼儿教师评价行为的理论研究。

　　研究内容：

　　需要揣摩研究幼儿园教师的评价方式方法，并且要记录下来当时事情发生的背景以及幼儿产生怎样的情绪反应行为；基于观察记录与访谈的结果判断教师评价对幼儿情绪有无影响，影响的现状是怎样的？以幼儿对教师评价后的情绪表达行为作为基础，提出教师评价存在的问题根源以及问题发生的原因；为教师评价提出有建设性的建议。

【由于本篇文章为硕士论文，如需全文请点击底部下载全文链接】

　　二、研究方法及工具
　　三、研究对象
　　四、研究思路

　　第二章 教师评价对幼儿情绪影响的基本现状
　　一、教师评价引起幼儿的正向情绪
　　二、教师评价引起幼儿的中性情绪
　　三、教师评价引起幼儿的负向情绪

　　第三章 教师评价对幼儿情绪影响存在问题及归因
　　一、教师评价对幼儿情绪影响过程中存在的问题
　　（一）教师对幼儿情绪的认识不够准确
　　（二）教师的评价方式多以言语评价为主
　　（三）教师评价的态度多为否定泛泛
　　（四）教师对幼儿的不充分了解
　　（五）缺少评价后对幼儿情绪的应对
　　二、教师评价对幼儿情绪影响问题归因分析
　　（一）教师层面
　　（二）幼儿层面
　　（三）幼儿园层面
　　三、结论
　　（一）教师评价对幼儿情绪的影响
　　（二）教师对评价的反思对幼儿情绪发展的影响

　　第四章 教育建议
　　一、教师评价促进幼儿情绪健康发展的策略
　　（一）教师应树立评价对幼儿情绪影响的正确认识
　　（二）提升教师能力选择恰当的评价方式

　　结语
　　参考文献
　　致谢