摘要：哭泣行为是幼儿社会性发展的表现之一，对幼儿语言能力、人际交往能力的提升具有良好作用。幼儿哭泣行为具有显性的鲜明特征，极易被教师观察发现，此时此刻，教师予以幼儿积极有效的回应可达到安抚幼儿情绪、指导幼儿正确表达情绪的效果，有利于和谐师幼关系的构建。对此，本文在界定幼儿哭泣、教师应对、教师应对策略相关概念的基础上，从幼儿和教师两个角度解读中班幼儿哭泣行为及教师应对策略，从教师习惯性应对策略严重、缺乏对应对策略的反思、肢体动作应对策略使用频率较低、尚未以培养幼儿表达能力为应对目的分析教师应对中班幼儿哭泣行为时存在的问题，重点探讨面对中班幼儿哭泣行为时优化教师应对策略的建议，即正确认识幼儿哭泣，引导幼儿合理表达情绪；重视教师肢体语言，多种策略应对中班幼儿；提高教师综合素养，强化教师情绪控制能力；建立家园共育机制，强化哭泣行为应对效果。希望通过本文研究为学前教育工作者提供借鉴参考，为学前教育事业的可持续发展贡献一己之力。
关键词：中班幼儿；哭泣行为；教师应对；策略

 
Absrtact: Weeping behavior is one of the manifestations of children's social development, which plays a good role in improving children's language ability and interpersonal communication ability. Children's crying behavior has distinct characteristics and is easy to be observed by teachers. At this moment, teachers'positive and effective response to children can reassure children's emotions and guide them to express their emotions correctly, which is conducive to the construction of harmonious teacher-child relationship. On the basis of defining the concepts of infant crying, teacher's coping strategies and teachers'coping strategies, this paper interprets children's crying behavior and teacher's coping strategies in middle schools from the perspectives of infants and teachers. From the perspectives of serious teachers' habitual coping strategies, lack of reflection on coping strategies, and low frequency of using physical action coping strategies. For the purpose of cultivating children's expressive ability, this paper has not yet analyzed the problems existing in teachers'response to children's crying behavior in middle class, and focused on the suggestions of optimizing teachers' coping strategies in the face of children's crying behavior in middle class, namely, correctly recognizing children's crying, guiding children to express their emotions reasonably, paying attention to teachers'body language, and various strategies. Coping with children in middle class; improving teachers'comprehensive accomplishment, strengthening teachers' emotional control ability; establishing homeland co-education mechanism, strengthening the response effect of crying behavior. It is hoped that this study will provide reference for preschool educators and contribute to the sustainable development of preschool education.
Key words: middle school children; crying behavior; teacher response; strategy