幼儿园大班儿童自尊与教师评价、同伴接纳的关系

发布时间：2018-01-22 21:19

本文关键词： 自尊儿童影响因素教师评价同伴关系　出处：《东北师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 幼儿园教师是儿童社会行为规范和价值标准最初传递者之一,其对儿童的个性全面发展起着举足轻重的作用。在师生交往中,教师对儿童行为的评价、情绪反应和行为表现影响着儿童对自己的体验和评价,尤其对儿童个性发展中自我意识和自尊等都有着重要作用。同伴是另外一个影响儿童社会化的重要因素,同伴通过以下两种途径影响儿童:其一,在同伴交往中儿童获得儿童世界的价值观念、对事物的看法以及对自我的认识和评价;其二,在同伴间的相互接纳中,在与同伴的比较中,儿童获得积极的情感体验。本文利用自然观察法对教师的言语评价进行记录,分析教师言语评价的特点,探讨教师评价对幼儿园大班儿童自尊的影响;采用同伴提名法获得儿童受欢迎的程度,探讨同伴喜好对自尊发展的影响。结果发现: 1、教师对幼儿园大班儿童的肯定评价次数约占总评价次数的23%,对他们的否定评价次数约占总评价次数的77%,肯定评价次数远远低于否定评价次数。对男女生的肯定评价次数无显著差异,对其否定评价的次数差异显著。 2、教师评价包括个人取向的评价、结果取向的评价和过程取向的评价,其中使用最多的是结果取向的评价,约占评价总数的90%左右,基本上不使用个人取向的评价。 3、教师评价在内容上分为“纪律约束”、“学习指导”“生活保育”“处理告状”四个方面,其中对纪律约束使用评价最多。 4、自尊在性别上差异不显著。但是A班儿童与B班儿童自尊得分差异显著。 5、教师对儿童的否定评价与儿童的自尊总分、自我胜任感显著负相关,把否定评价按平均数分为两组,两组儿童的自尊、自我胜任感差异显著。说明过多的教师否定评价降低了儿童的自我胜任感,导致其在自尊总分上的下降;教师肯定评价与外表感显著负相关,与自尊总分及其它维度的相关不显著。把教师肯定评价按平均数分为两组,两组儿童在自尊总分及各个维度上差异均不显著。 6、在控制教师否定评价后,同伴关系与自尊总分及各个维度的相关均不显著,把同伴喜好按平均数分为两组,两组儿童在自尊总分及各个维度上差异均不显著。
[Abstract]:Kindergarten teachers are one of the initial transmitters of children's social behavior norms and value standards, which play an important role in the overall development of children's personality. In the interaction between teachers and students, teachers' evaluation of children's behavior. Emotional reaction and behavior performance affect the children's experience and evaluation, especially the self-awareness and self-esteem in the development of children's personality. Peer is another important factor affecting the socialization of children. Peer influences children through the following two ways: first, children acquire children's world values, view of things and self-awareness and evaluation in peer interaction; Secondly, in the mutual acceptance of peers and in the comparison with peers, children gain positive emotional experience. This paper makes use of the natural observation method to record the teacher's speech evaluation, analyzes the characteristics of the teacher's speech evaluation, and probes into the influence of the teacher's evaluation on the children's self-esteem in the large class of kindergarten. The influence of peer preference on self-esteem was investigated by peer nomination method. It was found that: 1. Teachers' positive evaluation of children in large classes in kindergartens accounted for about 23% of the total number of evaluations, and the number of negative evaluations for them accounted for 77% of the total number of evaluations. The number of positive evaluation is far lower than that of negative evaluation. There is no significant difference in the number of positive evaluations for male and female students, but there is significant difference in the number of negative evaluations for male and female students. 2. Teacher evaluation includes individual orientation evaluation, result oriented evaluation and process orientation evaluation, among which the most used is outcome orientation evaluation, which accounts for about 90% of the total number of evaluations. Basically do not use individual orientation appraisal. 3. The content of teacher evaluation is divided into four aspects: "discipline constraint", "study instruction", "life care" and "handling complaint", among which the most evaluation is on discipline restraint. 4. There was no significant difference in self-esteem between boys and girls, but there was significant difference between class A and class B. 5. Teachers' negative evaluation of children was negatively correlated with the total score of children's self-esteem and self-competence. The negative evaluation was divided into two groups according to the average, two groups of children's self-esteem. The difference of self-competence is significant. It shows that too many teachers' negative evaluation reduces children's self-competence and leads to the decline of their total score of self-esteem. Teachers' positive evaluation was negatively correlated with appearance, but not with total score of self-esteem and other dimensions. Teachers' positive evaluation was divided into two groups according to the average. There was no significant difference in the total score of self-esteem and each dimension between the two groups. 6. After controlling teachers' negative evaluation, the correlation between peer relationship and total score of self-esteem and each dimension was not significant. Peer preference was divided into two groups according to average. There was no significant difference in the total score of self-esteem and each dimension between the two groups.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615

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