本文關(guān)鍵詞：“獨(dú)二代”幼兒同伴關(guān)系的現(xiàn)狀及個(gè)案干預(yù)研究　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：幼兒的同伴關(guān)系是幼兒在交往過程中建立起來的一種幼兒間特別是同齡人間的人際關(guān)系。同伴關(guān)系在幼兒個(gè)性和社會(huì)化發(fā)展中起著重要作用:它有利于幼兒平等觀念、良好個(gè)性、健康情感、團(tuán)結(jié)精神的形成;有利于幼兒自我教育和自我學(xué)習(xí);有利于幼兒自我概念和人格的發(fā)展。我國在上世紀(jì)80年代開始實(shí)行計(jì)劃生育,如今這些獨(dú)生子女已經(jīng)為人父母,出現(xiàn)了大批的“獨(dú)二代”幼兒。那么“獨(dú)二代”幼兒的同伴關(guān)系現(xiàn)狀如何呢?本研究通過測(cè)驗(yàn)法(同伴提名)、觀察法、訪談法和問卷調(diào)查法,發(fā)現(xiàn)“獨(dú)二代”幼兒的受歡迎程度普遍較低,同伴交往技能差、策略少、依賴性強(qiáng)。而隔代為主的撫養(yǎng)方式,“獨(dú)一代”父母不當(dāng)?shù)募彝ソ甜B(yǎng)方式,教師對(duì)“獨(dú)二代”幼兒的消極態(tài)度和評(píng)價(jià),是影響“獨(dú)二代”幼兒不良同伴關(guān)系的重要因素�！蔼�(dú)二代”幼兒不良的同伴關(guān)系對(duì)其今后的發(fā)展極其不利,為了改變這一現(xiàn)狀,探索改善“獨(dú)二代”幼兒不良同伴關(guān)系的有效策略,本研究選取筆者所在班級(jí)的兩名典型的同伴關(guān)系不良的“獨(dú)二代”幼兒,對(duì)其實(shí)施個(gè)案干預(yù)研究。圍繞影響個(gè)案幼兒同伴關(guān)系不良的因素,并通過分析,識(shí)別幼兒的智能強(qiáng)項(xiàng),根據(jù)幼兒的智能強(qiáng)項(xiàng),設(shè)計(jì)和實(shí)施適宜的、有針對(duì)性的干預(yù)方案。干預(yù)結(jié)果顯示:通過干預(yù),改變了幼兒的同伴交往性質(zhì),提高了幼兒的同伴交往質(zhì)量和能力,提高了幼兒的同伴接納程度,改善了幼兒的同伴關(guān)系。通過對(duì)“獨(dú)二代”幼兒不良同伴關(guān)系的干預(yù)研究,本文認(rèn)為:首先,良好的生態(tài)環(huán)境是干預(yù)有效的前提。為了給“獨(dú)二代”幼兒營造良好的生態(tài)成長環(huán)境,不僅家長要改變教育觀念和教養(yǎng)方式,改善親子關(guān)系,提高親子互動(dòng)質(zhì)量,而且教師也要改變師幼交往的方式,改善師幼關(guān)系,提高師幼互動(dòng)的質(zhì)量;其次,充分發(fā)揮幼兒的智能強(qiáng)項(xiàng)是干預(yù)有效的關(guān)鍵;最后,家園合作是干預(yù)有效的重要保障。
[Abstract]:Children's peer relationship is a kind of interpersonal relationship between children, especially among their peers, which plays an important role in the development of children's personality and socialization. It is conducive to the concept of equality for young children. The formation of good personality, healthy emotion and unity spirit; It is beneficial to children's self-education and self-learning; In -20s, China began to implement family planning, now these only children have become parents. There are a large number of "only second generation" children. What is the status of the peer relationship of the "only second generation" children? Through the methods of testing (peer nomination, observation, interview and questionnaire), we found that the popularity of the children of the "unique second generation" is generally low, the skills of peer communication is poor, and the strategies are less. The dependence is strong, but the upbringing style of the next generation is the main, the "only generation" parents' improper family upbringing way, the teacher's negative attitude and the appraisal to the "only second generation" child. It is an important factor that affects the bad peer relationship of the "only second generation" children. The poor peer relationship of the "only second generation" children is extremely unfavorable to their future development, in order to change the present situation. To explore the effective strategies to improve the poor peer relationship of the "only second generation" children, this study selected two typical "second-generation" children with poor peer relationship in the class. On the implementation of case intervention study. Around the impact of the case of children with poor peer relationship factors, and through analysis, identify the intelligence of children, according to the intelligence of children, the design and implementation of appropriate. The intervention results show that: through intervention, the nature of children's peer interaction has been changed, the quality and ability of children's peer communication has been improved, and the degree of peer acceptance has been improved. Improve the peer relationship of young children. Through the "only second generation" children poor peer relations intervention research, this paper believes: first of all. Good ecological environment is the premise of effective intervention. In order to create a good ecological growth environment for the children of "only the second generation", not only parents should change their educational concepts and upbringing methods, but also improve the parent-child relationship. Improve the quality of parent-child interaction, and teachers should change the way of teacher-child interaction, improve teacher-child relations, improve the quality of teacher-child interaction; Secondly, to give full play to the intelligence of young children is the key to effective intervention; Finally, home cooperation is an important guarantee of effective intervention.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1

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