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我们每周都评选“好孩子”,对幼儿一周的表现给予评价。在生活、学习、社交习惯等方面均表现不错的孩子,被评为“好孩子”,奖励小红花。孩子们都渴望被评为“好孩子”,可总有一部分孩子因为某方面表现不够好而得不到小红花。亮亮已经几周没得到小红花了,他撅着嘴巴,看上去满不在乎,可眼光始终不愿离开其他小朋友手中的小红花。第二天,亮亮妈妈送孩子入园时说,亮亮在家发脾气,说他再也不要小红花了,因为老师不喜欢他,总说他表现不够好。听了亮亮妈妈的话,我想了好多。我们本意是通过小红花来肯定孩子的表现,促进幼儿良好习惯的形成,却没想到孩子因为得不到小红花,自尊心受到了伤害,认为是老师不喜欢他。反思自己的教育行为,我为不科学的评
We appraise “good boy” every week and evaluate the performance of children for one week. In living, learning, social habits and other aspects of the performance of good children, was named “good boy”, reward small red flowers. Children are eager to be rated as “good kids,” and there are always some children who do not get any crocus because they are not good enough. It has been a few weeks since it was lit. Without a word, he glanced at the little safflower in the hands of other children. The next day, when the bright mother sent her child to the park, she said that she was offended at home and said he would never give him a little red flower because the teacher did not like him and said he was not good enough. After listening to my bright mother, I think a lot better. We intended to affirm the performance of children through the use of small red flowers to promote the formation of good habits of children, but did not think of children because they do not get red flowers, self-esteem has been hurt, that the teacher does not like him. Reflect on their own educational behavior, I unscientific assessment