小学生对不同语言形式教师评价的认知和偏好

doi:10.16382/j.cnki.1000-5560.2007.04.011

摘要/Abstract

摘要：

研究了小学生对不同语言形式教师评价的认知和偏好。结果表明:⑴评价语言形式影响小学生对他人和自我的认知。名词评价被认知为更强, 更稳定和更有适应性。⑵小学生对不同语言形式的教师评价有不同偏好。被表扬时, 更喜欢名词评价; 被批评时, 更喜欢非名词评价。

关键词: 小学生, 语言形式, 教师评价, 认知, 偏好

Abstract:

中图分类号:

B842

张积家. 小学生对不同语言形式教师评价的认知和偏好[J]. 华东师范大学学报(教育科学版), 2007, 25(4): 61-66.

积家张. [J]. Journal of East China Normal University(Educational Sciences), 2007, 25(4): 61-66.

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小学生对不同语言形式教师评价的认知和偏好

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