浅谈 幼儿教育中的奖励

论文总字数：11136字

摘 要

由于幼儿对自己的行为和行为结果带有主观随意性, 因此，在学前教育阶段，教师能否正确运用奖励，对于儿童的发展有着重要意义。奖励能够促成幼儿认知能力、情感体验和社会道德感的萌发。奖励在幼儿园的教育中具有非常重要的地位，是教师帮助幼儿正确认识自己和对待同伴的重要手段。在本文中，笔者主要从以下几个方面对奖励在幼儿教育中的运用进行了探讨：首先，关于奖励的概述。其次，在幼儿园中存在的问题奖励行为。最后，奖励在幼儿教育中的作用以及策略。

关键词：奖励，幼儿教育，策略

Abstract: In pre-school, teachers can use rewards correctly and it has important significance to the development of children because of young children for their actions and behaviors with subjective capriciousness,Rewards can promote children"s cognitive ability， emotional attitude experience and germination of social ethics. Rewards have a very important status in kindergarten education and it is an important way for a teacher to help children know themselves correctly and treat companions. In this article, the author mainly discuss from the following aspects for rewards in the application of early childhood education in this paper:Firstly,an overview about the reward.Secondly,the problems of reward behavior in kindergarten. Finally, the effects and strategies of rewards in early childhood education .

Key words: Reward, Early childhood education, Strategy

目录

1 奖励概述······················································3

1.1 奖励的概念···················································3

1.2 奖励的方式···················································3

2 现阶段我国幼儿园存在的问题奖励································4

2.1 奖励的表层化·················································4

2.2 奖励的虚假化·················································5

2.3 奖励的目标一维化·············································5

3 奖励的作用····················································5

3.1 奖励在幼儿教育过程中的必要性·································5

3.2 奖励的负面效应——“奖励的惩罚”·······························6

4 奖励发挥积极作用的实施策略····································7

4.1 正确掌握奖励的时间···········································7

4.2 注重奖励的方法··············································8

4.3 因材施教，针对性地进行奖励···································9

4.4 注重对过程进行奖励··········································10

4.5 奖励要明朗化················································11

结论 ··························································12

参考文献 ······················································13

1 奖励概述

1.1 奖励的概念

奖励是指一个人由于从事某项活动而获得的“报酬”。^[1]奖励者为使受奖励者能够改变或者保持某种行为，以此达到自己预先设置的目标而进行奖励的行为是具有目的性质的。主要表现为以下三个方面：

• • 1. 奖励是一种期待方式

与惩罚相反，奖励是个体期望的一种方式。作为我们社会生活中的基础的社会机制，奖励对我们的行为有着良好的导向作用。首先奖励是得到社会认可，为人类创造价值的一种方式；其次奖励能够使人们的物质生活需要和精神得到满足，从而加大行为的强度和次数。奖励的功能则是鼓励社会成员努力达到劳动目标，增加效率。通过实行奖励机制来维系社会秩序，具有较高的社会意义。

• • 1. 奖励是一种教育方式

奖励是使受教育者的行为符合社会标准的教育方式。在这基础之上，人们会主动地去遵守社会行为规范，养成良好的道德品质，做出价值判断的价值选择。奖励的教育功能尤其体现在学校教育中，随着人本主义的蓬勃发展，奖励的功能逐渐向道德教育靠拢。大部分人认为，奖励能产生使人愉悦的精神享受，对幼儿来说，奖励能让其认识到自己行为的有点和过失，能够让其产生开心的情绪体验，从而巩固和保持这些优秀行为模式和思想道德。所以，奖励在幼儿教育中有着深远的意义，主要体现在奖励可以帮助幼儿树立正确的社会资源分配理念，得到归属感的体验，提升幼儿的品德，学会帮助他人，培养自我意识的萌发。

• • 1. 奖励是一种强化方式

随着实验心理学的发展，研究者对奖励的认识已经发展到实证考察、科学探索的境界。例如桑代克的“联结—试误说”、斯金纳的“强化理论”等最早说明了奖励在保持和改正个体行为方面的意义。

1.2 奖励的方式

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