4-6歲城市流動(dòng)與非流動(dòng)幼兒自我概念發(fā)展水平的比較研究
發(fā)布時(shí)間：2018-10-24 06:28
【摘要】：隨著改革開放的進(jìn)一步深入和我國經(jīng)濟(jì)的蓬勃發(fā)展，大量農(nóng)村勞動(dòng)力向城市流動(dòng)，并且呈現(xiàn)著一種新的流動(dòng)方式----家庭式流動(dòng)，由此也造成了流動(dòng)幼兒數(shù)量的激增。而流動(dòng)幼兒在城市生活、受教育的情況不僅僅是一個(gè)教育問題，更成為了一個(gè)巨大的社會(huì)問題。雖然流動(dòng)幼兒這個(gè)特殊群體已經(jīng)引起了諸多學(xué)者的關(guān)注，但自我概念作為幼兒個(gè)性形成、心理健康、社會(huì)性發(fā)展的重要影響因素卻沒有得到過多的關(guān)注，相關(guān)方面的研究非常有限。 本研究在以往對(duì)自我概念研究的基礎(chǔ)上，對(duì)城市4-6歲流動(dòng)與非流動(dòng)幼兒自我概念進(jìn)行調(diào)查研究，，并且對(duì)兩類幼兒自我概念的調(diào)查結(jié)果進(jìn)行比較分析。本研究主要運(yùn)用《幼兒自我概念調(diào)查量表》，選取河南省內(nèi)有代表性的三所城市中的幼兒園，共342名幼兒進(jìn)行測查，其中流動(dòng)幼兒與非流動(dòng)幼兒各171名。運(yùn)用SPSS統(tǒng)計(jì)軟件對(duì)研究數(shù)據(jù)進(jìn)行整理與分析，并在此基礎(chǔ)上結(jié)合訪談法等研究方法進(jìn)行進(jìn)一步的調(diào)查研究。通過4-6歲流動(dòng)與非流動(dòng)幼兒自我概念的研究得出以下結(jié)論： （1）4-6歲非流動(dòng)幼兒自我概念總分、認(rèn)知能力維度以及同伴接納維度均存在年齡差異，并且5-6歲非流動(dòng)幼兒自我概念及各維度平均得分高于4-5歲的非流動(dòng)幼兒； （2）4-6歲流動(dòng)幼兒認(rèn)知能力維度和同伴接納維度上存在顯著年齡差異，并且5-6歲流動(dòng)幼兒自我概念及各維度平均得分高于4-5歲流動(dòng)幼兒； （3）不同流動(dòng)時(shí)間流動(dòng)幼兒自我概念及各維度上均存在顯著差異，并且流動(dòng)時(shí)間在三年以上的流動(dòng)幼兒顯著高于流動(dòng)時(shí)間在一年至三年之間和一年以下的，流動(dòng)時(shí)間在一年至三年之間的顯著高于一年以下； （4）4-6歲流動(dòng)與非流動(dòng)幼兒在自我概念總分上存在顯著差異，并且非流動(dòng)幼兒自我概念總分的平均得分高于流動(dòng)幼兒；在自我概念各個(gè)維度上，流動(dòng)與非流動(dòng)幼兒除身體能力維度差異不顯著外，在認(rèn)知能力維度、同伴接納維度和教師接納維度均存在顯著差異，并且非流動(dòng)幼兒在認(rèn)知能力、同伴接納和教師接納維度平均得分高于流動(dòng)幼兒。 基于以上研究結(jié)論，為了更好的促進(jìn)幼兒社會(huì)化的發(fā)展，進(jìn)一步提升幼兒自我概念發(fā)展水平，筆者嘗試提出以下幾點(diǎn)教育建議： （1）政府層面：發(fā)展農(nóng)村經(jīng)濟(jì)，為流動(dòng)幼兒父母提供離家較近的工作機(jī)會(huì)；發(fā)展社區(qū)文化，促進(jìn)社區(qū)內(nèi)流動(dòng)幼兒與非流動(dòng)幼兒的融合。 （2）幼兒園層面：創(chuàng)設(shè)讓幼兒感受到接納、關(guān)愛和支持的心理氛圍；“軟化”生活常規(guī)、運(yùn)用積極的評(píng)價(jià)語言；創(chuàng)設(shè)形式多樣的活動(dòng)，使幼兒接納自己。 （3）家庭層面：創(chuàng)造良好的家庭氛圍、尊重與善待幼兒；提供各種城市生活資源，促進(jìn)流動(dòng)幼兒的社會(huì)融合。
[Abstract]:With the further deepening of reform and opening up and the vigorous development of our economy, a large number of rural labor force flows to the city, and presents a new type of mobility-family mobility, which has resulted in a surge in the number of mobile children. In urban life, the situation of migrant children's education is not only an educational problem, but also a huge social problem. Although the special group of floating children has attracted many scholars' attention, the self-concept, as an important influence factor of children's personality formation, mental health and social development, has not received much attention. The relevant research is very limited. Based on the previous researches on self-concept, this study investigated the self-concept of floating and non-mobile children aged 4-6 years in city, and compared the results of the two kinds of self-concept. In this study, 342 children in three representative cities of Henan Province were investigated by using the Child Self-Concepts Survey scale, 171 of them were migrant and 171 non-mobile. The research data are sorted and analyzed by SPSS software, and further investigation is carried out by using interview method and other research methods. The following conclusions are drawn from the study of self-concept of floating and non-mobile children aged 4-6 years: (1) there are age differences in the total score of self-concept, cognitive ability dimension and peer acceptance dimension of non-mobile children aged 4-6 years old. The mean scores of self-concept and each dimension of non-floating children aged 5-6 years were higher than that of non-mobile children aged 4-5 years; (2) there were significant age differences in cognitive ability dimension and peer acceptance dimension of children aged 4-6 years. The mean scores of self-concept and each dimension of floating children aged 5-6 years were higher than that of children aged 4-5 years. (3) there were significant differences in self-concept and dimensions of children with different floating time. And the floating young children with the flowing time of more than three years were significantly higher than those with the flowing time of one to three years and less than one year, and the floating time between one and three years was significantly higher than that of less than one year. (4) there was significant difference in the total score of self-concept between the floating and non-mobile children aged 4-6 years, and the average score of the total self-concept score of the non-mobile children was higher than that of the floating children, and the mean score of the total self-concept score of the non-mobile children was higher than that of the floating children. There were significant differences in cognitive ability dimension, peer acceptance dimension and teacher acceptance dimension between mobile and non-mobile children except for physical ability. The average score of peer acceptance and teacher acceptance was higher than that of floating children. Based on the above conclusions, in order to better promote the development of children's socialization and further improve the level of children's self-concept development, the author tries to put forward the following education suggestions: (1) the government level: developing rural economy, Provide working opportunities for the parents of migrant children close to home; develop community culture to promote the integration of migrant and non-mobile children in the community. (2) Kindergarten level: create a way for young children to feel receptive, The psychological atmosphere of caring and supporting; "softening" the routine of life, using positive evaluation language; creating various forms of activities to make children accept themselves. (3) Family level: create a good family atmosphere, respect and treat children well; To provide all kinds of urban life resources to promote the social integration of migrant children.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.1
本文編號(hào)：2290585
[Abstract]:With the further deepening of reform and opening up and the vigorous development of our economy, a large number of rural labor force flows to the city, and presents a new type of mobility-family mobility, which has resulted in a surge in the number of mobile children. In urban life, the situation of migrant children's education is not only an educational problem, but also a huge social problem. Although the special group of floating children has attracted many scholars' attention, the self-concept, as an important influence factor of children's personality formation, mental health and social development, has not received much attention. The relevant research is very limited. Based on the previous researches on self-concept, this study investigated the self-concept of floating and non-mobile children aged 4-6 years in city, and compared the results of the two kinds of self-concept. In this study, 342 children in three representative cities of Henan Province were investigated by using the Child Self-Concepts Survey scale, 171 of them were migrant and 171 non-mobile. The research data are sorted and analyzed by SPSS software, and further investigation is carried out by using interview method and other research methods. The following conclusions are drawn from the study of self-concept of floating and non-mobile children aged 4-6 years: (1) there are age differences in the total score of self-concept, cognitive ability dimension and peer acceptance dimension of non-mobile children aged 4-6 years old. The mean scores of self-concept and each dimension of non-floating children aged 5-6 years were higher than that of non-mobile children aged 4-5 years; (2) there were significant age differences in cognitive ability dimension and peer acceptance dimension of children aged 4-6 years. The mean scores of self-concept and each dimension of floating children aged 5-6 years were higher than that of children aged 4-5 years. (3) there were significant differences in self-concept and dimensions of children with different floating time. And the floating young children with the flowing time of more than three years were significantly higher than those with the flowing time of one to three years and less than one year, and the floating time between one and three years was significantly higher than that of less than one year. (4) there was significant difference in the total score of self-concept between the floating and non-mobile children aged 4-6 years, and the average score of the total self-concept score of the non-mobile children was higher than that of the floating children, and the mean score of the total self-concept score of the non-mobile children was higher than that of the floating children. There were significant differences in cognitive ability dimension, peer acceptance dimension and teacher acceptance dimension between mobile and non-mobile children except for physical ability. The average score of peer acceptance and teacher acceptance was higher than that of floating children. Based on the above conclusions, in order to better promote the development of children's socialization and further improve the level of children's self-concept development, the author tries to put forward the following education suggestions: (1) the government level: developing rural economy, Provide working opportunities for the parents of migrant children close to home; develop community culture to promote the integration of migrant and non-mobile children in the community. (2) Kindergarten level: create a way for young children to feel receptive, The psychological atmosphere of caring and supporting; "softening" the routine of life, using positive evaluation language; creating various forms of activities to make children accept themselves. (3) Family level: create a good family atmosphere, respect and treat children well; To provide all kinds of urban life resources to promote the social integration of migrant children.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.1
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