本文關(guān)鍵詞：5～6歲幼兒同伴交往問題解決方式的研究　出處：《西北師范大學(xué)》2006年碩士論文　論文類型：學(xué)位論文

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【摘要】： 5～6歲幼兒處于兒童發(fā)展的過渡期，即將離開幼兒園上小學(xué)了。處于過渡階段的幼兒社會化發(fā)展的程度如何，將對兒童的小學(xué)生活以及兒童的發(fā)展產(chǎn)生深刻的影響。因此，本研究以5～6歲幼兒同伴交往問題解決方式為切入點，深入探討了5～6歲幼兒同伴交往問題解決方式的特征及影響因素。并在此基礎(chǔ)上，提出了促進(jìn)5～6歲幼兒以積極的方式解決同伴交往問題的對策。 具體的講，，本研究以5～6歲幼兒為研究對象，采用觀察、訪談等研究方法，對5～6歲幼兒同伴交往問題解決方式進(jìn)行了研究。其目的旨在揭示5～6歲幼兒同伴交往問題解決方式的特征及影響因素，并在此基礎(chǔ)上，提出了促進(jìn)5～6歲幼兒以積極的方式解決同伴交往問題的對策。研究結(jié)果表明：1．5～6歲幼兒同伴交往問題解決方式之間存在差異。5～6歲幼兒以互惠的方式解決同伴交往問題最多，其次是告狀和攻擊的方式，而以禮貌用語的方式解決同伴交往問題最少。2．5～6歲幼兒同伴交往問題解決方式在不同活動類型之間存在差異，在自由活動中發(fā)生的同伴交往問題解決方式的頻次最多，其次是游戲活動和教學(xué)活動，而在生活活動中發(fā)生的同伴交往問題解決方式的頻次最少。3．5～6歲幼兒同伴交往問題解決方式存在性別差異。男孩比女孩更傾向于采用告狀、攻擊的方式解決同伴交往問題，而女孩更傾向于采用互惠的方式解決同伴交往問題。 研究發(fā)現(xiàn)，影響5～6歲幼兒同伴交往問題解決方式的因素有：1．5～6歲幼兒年齡特征的影響；2．幼兒教師教育行為的影響；3．家庭教養(yǎng)方式的影響；4．視聽媒體的影響。根據(jù)研究結(jié)果，對促進(jìn)5～6歲幼兒以積極的方式解決同伴交往問題，提出了三點對策：1．適宜的行為訓(xùn)練是提高幼兒同伴交往問題解決能力的有效途徑。2．父母正確的教養(yǎng)行為是提高幼兒以積極的方式解決同伴交往問題的基礎(chǔ)。3．教師的積極引導(dǎo)是促進(jìn)幼兒以適宜的方式解決同伴交往問題的保障。
[Abstract]:5 ~ 6 years old children in the transitional period of the development of children, leaving the kindergarten primary school. Children's socialization development in the transition stage of how, will have a profound impact on children's primary school life and children's development. Therefore, this research takes 5 ~ 6 years old children to solve problems as the breakthrough point, in-depth study of the 5 ~ 6 years old children's intercourse problem solving characteristics and influencing factors of way. And on this basis, put forward to promote the 5 ~ 6 years old children in a positive way to solve peer problems countermeasures.
Specifically, in this study, 5~6 year old children as the research object, through observation, interviews and other research methods, on the 5~6 year old children's intercourse problem solving methods were studied. It aims to uncover the 5~6 year old children's intercourse problem solving characteristics and influencing factors of the way, and on this basis, puts forward some countermeasures for promoting the 5~6 years old children in a positive way to solve peer problems. The research results show that: 1.5 ~ 6 years old children's intercourse problem solving differences exist between.5 ~ 6 years old children in a reciprocal manner to solve peer problems most, followed by the prosecution and the mode of attack, there are differences in politeness problem-solving ability at least.2.5 ~ 6 years old children's intercourse problem solving between different types of activities, peer interaction problems in free activities in the solution of the maximum frequency, The second is the games and teaching activities, there are gender differences in peer problems occur in life activities in the ways of solving the least frequency of.3.5 ~ 6 years old children's intercourse problem solving. Boys prefer to use complain than girls, the mode of attack to solve peer problems, while girls prefer to use a reciprocal solution peer relationship problems.
The study found that 5 ~ 6 years old children's intercourse problem solving: the factors affecting 1.5 ~ 6 years old children age characteristics; influence of 2. preschool teachers' education behavior; 3. parenting styles; 4. effect of audio-visual media. According to the results, the 6 year old children in a positive way to solve peer 5 to promote the communication problem, put forward three countermeasures: 1. appropriate parenting behavior training is to improve children's peer interaction problem solving ability effective way to correct.2. parents are actively guide children to improve positive problem-solving ability of teachers is to promote children's.3. in a proper way to solve the problem of peer interaction security.

【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2006
【分類號】：G61

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 敖妮娜;幼兒園班級活動區(qū)幼兒同伴互動研究[D];西南大學(xué);2011年

2 田崔迪;大班幼兒同伴沖突研究[D];河北大學(xué);2010年

本文編號：1376450