【摘要】：本研究以91名幼兒為研究對象,運(yùn)用事件取樣觀察法對幼兒在園的嬉戲行為進(jìn)行了調(diào)查。結(jié)果表明:幼兒園嬉戲行為在過渡活動(dòng)環(huán)節(jié)的發(fā)生頻率最高,以單一"笑點(diǎn)"為主,其中又主要以動(dòng)作為主。隨著幼兒年齡的增長,多個(gè)"笑點(diǎn)"的嬉戲行為和2人以上的嬉戲行為不斷增多。男孩相對而言出現(xiàn)了更多的嬉戲行為。然而,教師應(yīng)對幼兒嬉戲行為的主要方式是忽視,從而在一定程度上忽略了嬉戲行為于幼兒童年生活與發(fā)展的重要意義。教師應(yīng)在分析幼兒不同嬉戲行為的性質(zhì)與價(jià)值的基礎(chǔ)上,予以區(qū)別對待,并進(jìn)行有針對性的指導(dǎo)。
[Abstract]:In this study, 91 young children were investigated for their playful behavior in the garden by event sampling and observation. The results show that the occurrence frequency of kindergarten frolicking behavior is the highest in the transitional activities, mainly by a single "laughing point", and mainly by action. With the increase of childhood age, the frolicking behavior of multiple "laughing spots" and the frolicking behavior of more than two people continue to increase. The boy showed more playful behavior than ever before. However, the main way for teachers to deal with children's playful behavior is to ignore it, thus neglecting the significance of frolicking behavior in children's childhood life and development to a certain extent. On the basis of analyzing the nature and value of different frolicking behaviors of young children, teachers should treat them differently and give targeted guidance.
【作者單位】： 浙江師范大學(xué)杭州幼兒師范學(xué)院;
【基金】：2008年度浙江文化研究工程系列研究項(xiàng)目“浙江兒童民間游戲的文化生態(tài)分布與兒童學(xué)詮釋”(編號:08WHZT001Z-3)的階段性研究成果
【分類號】：B844.1

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