本文關(guān)鍵詞： 幼兒教師 幼兒教育 懲戒 實(shí)證研究　出處：《山西師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：幼兒教師懲戒行為是以促使幼兒認(rèn)識(shí)、反思并改正自己的錯(cuò)誤為目的，幼兒教師通過合理的、不傷害幼兒身心健康的方式，針對(duì)幼兒產(chǎn)生的不合理行為實(shí)施影響的行為。懲戒作為幼兒教師常用的教育手段之一，在幼兒園中出現(xiàn)的頻率很高，并且對(duì)幼兒以及教師自身都會(huì)產(chǎn)生影響，很有研究的必要性。 本研究致力于通過對(duì)幼兒教師懲戒行為的現(xiàn)場(chǎng)觀察，并結(jié)合教師的訪談，客觀真實(shí)呈現(xiàn)出幼兒園中教師懲戒行為的現(xiàn)狀。研究發(fā)現(xiàn)，，在幼兒園中，教師實(shí)施懲戒行為的頻率很高，并且根據(jù)不同的維度可以將幼兒教師懲戒行為分成不同的類型。首先，以懲戒行為指向幼兒一日生活的不同方面，教師懲戒行為分為生活活動(dòng)懲戒、教學(xué)活動(dòng)懲戒以及游戲活動(dòng)懲戒；其次，根據(jù)教師實(shí)施懲戒的方式側(cè)重語言還是動(dòng)作、表情或其他，分為言語型懲戒和非言語型懲戒；第三，根據(jù)教師懲戒對(duì)象的多少，分為個(gè)別懲戒和群體懲戒；最后，根據(jù)懲戒對(duì)象的性別，分為男生懲戒和女生懲戒。 針對(duì)教師不同類型的懲戒行為，幼兒做出了不同的反饋，表現(xiàn)出三種不同的態(tài)度，即積極接受，中立平和及消極抵抗。根據(jù)幼兒的反饋態(tài)度，筆者進(jìn)一步發(fā)現(xiàn)教師懲戒行為對(duì)幼兒和教師都造成了一定的影響。就幼兒而言，懲戒行為幫助其改正了不合理行為，促進(jìn)了其身心和諧發(fā)展，但是有時(shí)也由于教師實(shí)施不當(dāng)，或者實(shí)施次數(shù)過多會(huì)對(duì)幼兒身心造成傷害；就教師自身而言，懲戒行為的實(shí)施有利于幼兒建立良好的常規(guī)，方便了教師的工作，但有時(shí)家長(zhǎng)的不理解也會(huì)給教師帶來壓力，影響家長(zhǎng)和教師的溝通，進(jìn)而影響懲戒行為實(shí)施的效果。 針對(duì)教師懲戒的狀況，筆者還進(jìn)一步分析了影響教師懲戒行為實(shí)施的因素，發(fā)現(xiàn)主要影響因素有三種，教師自身、幼兒以及外界環(huán)境因素這三方面。就教師自身而言，其懲戒理念以及個(gè)性特征都會(huì)影響懲戒行為實(shí)施；就幼兒而言，幼兒的年齡特點(diǎn)和幼兒的個(gè)性特征是重要的影響因素；就環(huán)境而言，教師工作的環(huán)境幼兒園以及幼兒的家庭環(huán)境會(huì)對(duì)其懲戒行為的實(shí)施有影響。 根據(jù)研究得出的結(jié)論，筆者分別從教師、幼兒園和家長(zhǎng)三方面提出了建議以供借鑒。就教師而言，其在實(shí)施懲戒行為時(shí)要做到適度、適量、及時(shí)、客觀、一致以及要注意多與家長(zhǎng)溝通、合作；就幼兒園而言，幼兒園應(yīng)注意控制班級(jí)幼兒人數(shù)以及提供豐富的材料設(shè)備；就幼兒家長(zhǎng)而言，家長(zhǎng)應(yīng)有正確的懲戒理念以及注意建立民主型家庭教養(yǎng)方式。
[Abstract]:The disciplinary behavior of early childhood teachers is aimed at promoting children to understand, reflect on and correct their own mistakes. In this way, early childhood teachers do not harm children's physical and mental health in a reasonable way. As one of the commonly used educational means of preschool teachers, discipline has a high frequency in kindergarten, and will have an impact on children as well as teachers themselves. There is a great need for research. This study is devoted to observing the disciplinary behavior of preschool teachers on the spot, and combining with teachers' interviews, to objectively and truly present the status quo of teachers' disciplinary behavior in kindergartens. The frequency of disciplinary behavior is very high, and according to different dimensions, teachers can be divided into different types of disciplinary behavior. Firstly, the disciplinary behavior points to different aspects of children's life in 1st. The disciplinary behavior of teachers is divided into life activity discipline, teaching activity discipline and game discipline; secondly, according to the way the teacher carries out discipline, it focuses on language or action, facial expression or other, divided into verbal discipline and non-verbal discipline; third, According to the number of teachers' disciplinary objects, it can be divided into individual discipline and group punishment; finally, according to the sex of the disciplinary object, it can be divided into boys' discipline and girls' discipline. According to the feedback attitude of young children, there are three different attitudes, namely, positive acceptance, neutrality and passive resistance, according to different types of disciplinary behavior of teachers. The author further found that teachers' disciplinary behavior had a certain impact on both young children and teachers. As far as children were concerned, disciplinary behavior helped them to correct unreasonable behaviors and promote their physical and mental harmonious development, but sometimes due to the improper implementation of teachers, the disciplinary actions helped them to correct their unreasonable behaviors and promote their physical and mental development. For teachers themselves, the implementation of disciplinary behavior is conducive to the establishment of a good routine, which facilitates teachers' work, but sometimes parents do not understand it will also bring pressure to teachers. Affect the communication between parents and teachers, and then affect the implementation of disciplinary action. In view of the situation of teachers' discipline, the author further analyzes the factors that affect the implementation of teachers' disciplinary behavior, and finds that there are three main influencing factors, namely, teachers themselves, young children and external environmental factors. As far as teachers themselves are concerned, The concept of discipline and personality characteristics will affect the implementation of disciplinary behavior; for young children, the age characteristics and personality characteristics of young children are important factors; in terms of environment, Teachers' working environment, kindergarten and children's family environment will affect their disciplinary behavior. According to the conclusion of the study, the author puts forward some suggestions from teachers, kindergartens and parents for reference. As far as teachers are concerned, they should be moderate, moderate, timely and objective in their disciplinary actions. Consistency and attention should be paid to communicating and cooperating with parents; in the case of kindergartens, attention should be paid to controlling the number of children in their classes and providing abundant materials and equipment; for parents of young children, Parents should have correct discipline concept and pay attention to the establishment of democratic family rearing style.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G615

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