大班教学活动中教师奖励行为的调查研究——以X市A幼儿园为例
Investigation and Study of Teachers’ Reward Behavior in Senior Class Teaching Activities—A Case Study of Kindergarten A in City X

随着赏识教育理念的不断深入，奖励作为一种有效的教学方式，逐渐在幼儿园里的教学活动中被使用。有效的奖励能够让幼儿感受到认可和赞赏，在一定的程度上满足幼儿情感需要，增强幼儿的自信心，使幼儿能够在学习和生活中健康快乐成长。然而，研究发现幼儿园大班教学活动中教师对幼儿进行奖励的动机总是为了完成教学的需要，逐渐忽视了幼儿心理需要，慢慢地削弱了幼儿的内部动机，使奖励失去了原本的作用。本文主要的研究方法采用了观察法和访谈法，研究对象是信阳市Ａ幼儿园里12名大班幼儿教师以及全体大班幼儿，通过呈现大班幼儿教师在教学活动中运用奖励行为的现状，分析其中可能存在的问题及其影响因素，进而提出对幼儿园教师运用奖励行为的一些改进建议。
With the deepening of the concept of appreciation education, reward, as an effective teaching method, is gradually used in the teaching activities of kindergarten. Effective rewards can make children feel recognition and appreciation, to a certain extent, to meet children’s emotional needs, enhance children’s self-confidence, so that children can grow up healthily and happily in learning and life. However, the study found that in the teaching activities of kindergarten, the motivation of teachers to reward children is always to complete the teaching needs, gradually ignoring the psychological needs of children, gradually weakened the internal motivation of children, so that the reward lost its original role. This paper primarily employs the methods of observation and interviews. The research subjects include 12 senior class kindergarten teachers and all the children in the senior class at Kindergarten A in Xinyang City. By presenting the current status of rewarding behaviors used by senior class teachers in teaching activities, this study analyzes the potential issues and influencing factors, and further proposes some suggestions for improving the use of rewarding behaviors by kindergarten teachers.