本文關鍵詞： 幼兒 同伴沖突 解決策略　出處：《河南大學》2007年碩士論文　論文類型：學位論文

【摘要】： 幼兒在與同伴的相互作用過程中,沖突是一種很常見的、基本的生活形態(tài),是必然要發(fā)生的、不可避免的現(xiàn)象。沖突如果處理不當,會影響幼兒的情緒、身心健康甚至以后的社會適應。如果沖突得以恰當處理,則有助于兒童去自我中心,逐漸獲得觀點采擇能力,促進其社會化的進程和良好個性品質的發(fā)展。但筆者發(fā)現(xiàn)很多幼兒不能很好地解決同伴之間的沖突和處理與同伴之間的關系。如果一發(fā)生沖突就由教師包辦解決或盡快制止,對幼兒的交往是不利的。對兒童在沖突中采取的解決策略進行研究,可以發(fā)現(xiàn)他們的社會化發(fā)展程度及同伴之間的關系如何。因此,對幼兒如何解決同伴之間的沖突進行研究是一個重要的問題。 筆者對開封市一所幼兒園大、中、小三個班的幼兒與同伴間的沖突進行了一個月的現(xiàn)場觀察,記錄沖突行為案例80件。筆者根據(jù)原始資料提煉出幼兒解決沖突的五種起因,八種策略和四種結果。根據(jù)所做的案例分析,按沖突發(fā)生的五種起因分類,把大、中、小班幼兒采取的解決沖突的策略予以歸納和分析,最后總結出不同年齡班的幼兒在不同起因情境下沖突解決策略特征,并由此歸納影響幼兒沖突解決策略的因素。在此基礎上對教師如何培養(yǎng)幼兒處理同伴沖突提出嘗試性建議。 根據(jù)所作觀察和分析,幼兒沖突解決策略特征是:1、物品爭執(zhí)時:幼兒大部分采取直接爭搶或身體攻擊策略,但隨年齡的增長和社會經(jīng)驗的增加,部分幼兒開始避免沖突升級,沖突中會包含些社會因素,控制同伴的欲望增強。2、故意挑釁時:幼兒采取的反應大多是身體攻擊、言語攻擊或告狀等手段。3、偶然行為時:小班幼兒的策略幾乎都是告狀,再大些幼兒大多采用身體攻擊、威脅命令或告狀。4、干涉、控制他人時:幼兒大都會采取告狀或身體攻擊手段。5、違反紀律、規(guī)定時:小、中班幼兒一般采取言語攻擊,大班幼兒稍好些,會采取說理解釋等較為緩和的策略。幼兒沖突解決策略的影響因素是:1、幼兒的社會認知發(fā)展水平和社會交往經(jīng)驗; 2、幼兒心理理論發(fā)展水平;3、幼兒的語言運用能力;(1)幼兒語言表達能力及禮貌用語的使用(2)幼兒說話的態(tài)度及語氣;4、幼兒之間的相互關系;5、幼兒的不同性格;6、空間環(huán)境的影響。
[Abstract]:In the process of interaction between children and their peers, conflict is a very common, basic life form, it is inevitable and inevitable phenomenon. If the conflict is not handled properly, it will affect the emotions of children. Physical and mental health and even later social adaptation. If the conflict is properly handled, it will help children to become self-centered and gradually acquire the ability to take opinions. The author found that many young children can not solve the conflict between their peers and deal with the relationship between their peers. If the conflict occurs, the teacher can handle the conflict. Or stop it as soon as possible. It is unfavorable to the communication of young children. The study on the strategies adopted by children in conflict can find out the degree of their socialization development and the relationship between their peers. It is an important problem to study how toddlers resolve the conflict between their peers. The author made a one-month observation on the conflict between the children and their peers in a kindergarten in Kaifeng. According to the original data, the author extracted five causes, eight strategies and four results of conflict resolution. According to the case analysis, according to the five causes of conflict classification. The conflict resolution strategies adopted by children in large, middle and small classes are summarized and analyzed. Finally, the characteristics of conflict resolution strategies of children of different ages in different cause situations are summarized. On the basis of this, some tentative suggestions on how to train children to deal with peer conflict are put forward. According to the observation and analysis, the conflict resolution strategy of young children is characterized by "1". When objects are in dispute, most children adopt direct competition or physical attack strategy, but with the increase of age and social experience. Some children began to avoid conflict escalation, conflict will include some social factors, control peer desire to increase. 2, intentional provocation: children take the response is mostly physical aggression. Speech attacks or complaints and other means. 3, accidental behavior: small children's strategies are almost a complaint, and then a little older children most of the use of physical attacks, threat orders or complaints. 4 intervention. When controlling others: most children will take a complaint or physical attack means. 5, in violation of discipline, when the provisions: small, middle class children generally take verbal attacks, the larger class children slightly better. The influencing factors of conflict resolution strategy are: 1, the level of social cognition development and the experience of social communication; 2. The development level of infant's theory of mind; 3. Children's language ability; (1) the ability of children to express their language and the use of politeness. 2) the attitude and tone of the children; (4) the relationship between children; 5. children's different characters; 6, the influence of space environment.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G610

【引證文獻】

相關期刊論文 前2條

1 原雪雯;劉文;;1990-2007我國心理學領域關于“同伴關系”的研究狀況與分析——基于高校碩士、博士論文及國內重要期刊的研究[J];科技信息;2009年23期

2 章珍;;如何正確干預幼兒同伴沖突——一個案例引發(fā)的思考[J];教育導刊(下半月);2012年03期

相關碩士學位論文 前10條

1 原雪雯;4～6歲兒童同伴沖突解決策略發(fā)展特點及相關影響因素的研究[D];遼寧師范大學;2010年

2 曾娟;混齡教育中幼兒同伴沖突特點研究[D];遼寧師范大學;2010年

3 張楊;聾校初中生同伴沖突解決策略特點研究[D];遼寧師范大學;2010年

4 何國宏;幼兒對同伴沖突的歸因以及不同歸因下應對策略研究[D];西北師范大學;2010年

5 吳晗睿;幼兒教師對幼兒沖突的干預行為研究[D];中央民族大學;2009年

6 王芳;大班幼兒同伴沖突干預研究[D];河南大學;2010年

7 余將濤;幼兒園棋類玩具配備與使用的研究[D];華東師范大學;2010年

8 賈會娟;教師對幼兒同伴沖突解決的介入研究[D];河北大學;2010年

9 田崔迪;大班幼兒同伴沖突研究[D];河北大學;2010年

10 練豐麗;基于多重視角的幼兒同伴沖突干預研究[D];四川師范大學;2012年

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本文編號：1469777