[摘  要]表揚(yáng)行為是表揚(yáng)者對(duì)被表揚(yáng)者的已實(shí)施行為或思想觀念的一種肯定性形式的評(píng)議。本論文以研究者實(shí)習(xí)所在幼兒園中班的主班老師（G老師）的各種表揚(yáng)行為為觀察對(duì)象，基于已有研究資料將其進(jìn)行分類，從“表揚(yáng)”行為背后的“無批評(píng)”現(xiàn)象這一視角入手，通過對(duì)G教師的訪談與表揚(yáng)行為的觀察記錄、對(duì)該班幼兒進(jìn)行訪談，剖析整理出教師“表揚(yáng)”行為的頻次、背景以及被“表揚(yáng)”后幼兒的反應(yīng)并分析該教師“表揚(yáng)”行為的成因。在此分析的基礎(chǔ)上，針對(duì)幼兒園中教師的“表揚(yáng)”行為存在的問題提出一系列正確進(jìn)行“表揚(yáng)”行為的建議與策略。

[關(guān)鍵詞] 表揚(yáng)；表揚(yáng)行為；策略

[Abstract] The recognition of behavior is a council of teachers of young children to make an affirmative act or ideas in the form. This paper is rely on the praise behavior that a kindergarten intermediate class teacher (Mrs.G) makes, and the kindergarten is where the researcher practice. The researcher classified the praise behavior on the basis of the existing research data. Started at the phenomenon of no criticism behind the praise behavior, though the interview with Mrs.G and students as well as the observation and record of the teacher's praise, the author sort out the frequency and background of praise, the baby's reaction is also included. After this, the author analyzed the origin of each praise and problem still existed. On the basis of the analysis result, the researcher give out a series of advises and strategies on how a kindergarten teacher makes a proper praise and avoid potential problem.

[key words] praise; praise behavior; strategy