惩罚是一种不可或缺的教育手段，通过适当的惩罚，幼儿能够学会明辨是非，认识到自己错误的地方。适当惩罚是教师的权利和义务，但惩罚却一直被人们所诟病，教师不敢使用惩罚和错误使用惩罚。本研究深入北京市西城区的两所幼儿园，通过观察记录惩罚事件，描述当前幼儿园教师使用惩罚的现状，和在惩罚之后对教师和幼儿针对具体事件进行访谈，衡量比较教师与幼儿对惩罚的认知的一致性，分析教师惩罚行为是否有效，最后为教师如何合理使用惩罚提供了建议。 研究发现，幼儿园教师惩罚行为存在问题：部分教师惩罚的目的是维护班级的秩序，被动使用惩罚；教师惩罚方式单一、随意；教师惩罚对象局限于特定幼儿；教师不能够贯彻实施正确的惩罚行为。教师和幼儿对惩罚行为的认知是否一致体现着惩罚实施的有效性，但本研究中教师和幼儿对惩罚行为认知的一致性较差，导致惩罚行为无效，主要体现在：幼儿不知悉自己因出现违规行为而被惩罚，幼儿不知道被惩罚的具体原因，幼儿不知晓将来应该如何改正。根据研究结果，笔者提出了提高幼儿教师惩罚行为有效性的建议：教师应该学习有关惩罚和违规行为的知识，加深对惩罚的理解；其次，教师应该根据不同违规行为，合理使用惩罚，并且贯彻实施惩罚策略，保持一致；而且，在使用惩罚的过程中还要注重幼儿对违规行为的内在认知。

Punishment is an indispensable means of education. Through appropriate punishment, young children can learn to distinguish between right and wrong and recognize where they are wrong. Appropriate punishment is the teacher's rights and obligations, but punishment has always been criticized by people, teachers do not dare to use punishment and wrong use punishment. This study went deep into the two kindergartens in Xicheng District, Beijing. By observing and recording the punishment incidents, it described the current situation of the use of punishment by kindergarten teachers. After the punishment, interviewed teachers and young children for specific events, and measured and compared the consistency of teachers and young children's cognition of punishment ,so as to analyze whether teachers' punishment behavior is effective, finally provides suggestions for teachers how to use punishment reasonably. The study found that there are some problems in the punishment behavior of kindergarten teachers: the purpose of some teachers' punishment behavior is to maintain the order of the class, and the punishment is used passively; the teacher punishment is single and random; the teacher punishment object is limited to individual children; the teacher cannot implement it. The correct punishment behavior. Whether teachers and young children's cognition of punishment behavior consistently reflects the effectiveness of punishment implementation, but in this study, the consistency of teachers and young children's cognition of punishment behavior is poor, resulting in invalid punishment behavior, which is mainly reflected in: Young children are not aware that they are punished for transgressions. Young children do not know the specific reasons for being punished. Young children do not know how to correct in the future. According to the results of the research, the author puts forward suggestions for improving the effectiveness of preschool teachers' punishment behavior: teachers should learn the knowledge about punishment and deepen their understanding of punishment. Secondly, teachers should use punishment according to different violations, and implement punishment strategy, and be consistent; and, in the process of using punishment, pay attention to the inner cognition of young children.