幼儿园教师奖励行为个案研究.docVIP

幼儿园教师奖励行为个案研究 学位论文独创性声明 本人郑重声明： 坚持以“求实、创新”的科学精神从事研究工作。 本论文是我个人在导师指导下进行的研究工作和取得的研究成果。 本论文中除引文外，所有实验、数据和有关材料均是真实的。 本论文中除引文和致谢的内容外，不包含其他人或其它机构已经发表或撰写过的研究成果。 其他同志对本研究所做的贡献均已在论文中作了声明并表示了谢意。 作者签名： 日 期： [摘 要] 本研究选取实习单位不同工龄职位的三位教师，通过非参与式的观察、访谈研究教师在幼儿一日活动各情境中的奖励主题、对象、期待、方式的特点。研究发现工龄最大的教师使用奖励频次显著少于新教师、班组长。教师都侧重于常规奖励，并关注幼儿在教学、游戏中的个体发展，体育、生活中的群体间的合作；工龄大的教师能根据个体差异奖励。新教师更多使用有期待奖励控制幼儿行为，工龄大的老师偏向无期待的奖励，避免幼儿将兴趣从工作转移到奖励的危险，使奖励成一种认可、鼓励。同质、无形的奖励可能会使幼儿工作内在动机的发展。总之，教师应慎用奖励，做到因材施奖，多用无期待的事后奖励，与任务同质的奖励形式，让奖励发挥最大的效果，使幼儿健康快乐的成长。 [关键词] 幼儿教师; 奖励主题; 奖励对象; 奖励期待; 奖励方式 [Abstract]The study found that different interviews by observing the reward behavior seniority professional teachers. In the reward subject, teachers are very regular, in teaching contexts teacher pay more attention to intellectual skills. In the reward, teachers are very object in teaching, emphasizing the individual development, sports games, the cooperation between the groups living, Experienced teachers know according to individual differences rewards. Looking at the big award, the length of high professional teachers to expect no reward, avoid children from the work itself to be interested in the risk transfer, rewards and recognition as a reward behavior encourage instead of control of tools. Expect In the rewards, intangible coessential award may make children for work, the formation of spontaneous intrinsic motivation to let children happy and healthy growth. In addition, the kindergarten teachers should be used for material rewards, it was not expecting, multi-purpose after rewards, multi-purpose and task coessential rewards are tasted, lets play to reward the effect. [Key words]:reward subject; reward people; reward expeeraney; type of reward 目录 前言............................................................................................................................ ........1 一、选题缘由.................................................................................................