本文選題：小班幼兒 + 生活適應(yīng)��； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：當(dāng)前對(duì)小班幼兒入園適應(yīng)的研究,主要集中在初入園幼兒的情緒反應(yīng)和行為表現(xiàn)上,對(duì)幼兒后續(xù)的生活狀態(tài)跟蹤研究少。本文以一名小班幼兒在班級(jí)一年的適應(yīng)過(guò)程為線索展開(kāi)研究,旨在幫助人們更清楚地認(rèn)識(shí)幼兒小班一年的生活適應(yīng)過(guò)程,以使家長(zhǎng)、教師更有效地促進(jìn)幼兒適應(yīng)能力的發(fā)展。 小班幼兒班級(jí)適應(yīng)的主題主要包括自理能力、規(guī)則適應(yīng)能力、與人交往能力等方面。研究者以一所市級(jí)示范幼兒園一位小班幼兒周周為研究對(duì)象,從孩子9月份入園至次年7月,進(jìn)行每周三個(gè)工作日、持續(xù)兩個(gè)學(xué)期的觀察、研究。研究者力圖揭示個(gè)案幼兒在班級(jí)環(huán)境特別是在教師的影響下,從一個(gè)家庭人成長(zhǎng)為具有一定思維模式和行為方式的班級(jí)人的過(guò)程。采用質(zhì)的研究方法,以研究者本人為研究工具,深入幼兒的真實(shí)生活場(chǎng)景,觀察幼兒與教師、同伴的互動(dòng)方式和互動(dòng)過(guò)程。并根據(jù)研究需要對(duì)教師、家長(zhǎng)進(jìn)行問(wèn)卷和訪談,搜集了大量的圖像、文字和實(shí)物資料。 個(gè)案幼兒周周的適應(yīng)過(guò)程主要分為三個(gè)階段,第一階段,初入園時(shí)期。周周沒(méi)有班級(jí)角色人的經(jīng)驗(yàn),面對(duì)陌生的教師、同伴及規(guī)范,內(nèi)心感受到深切的恐懼和焦慮；在與教師控制下的班級(jí)限制與規(guī)范的碰撞中,他對(duì)班級(jí)環(huán)境的運(yùn)行規(guī)則產(chǎn)生了一系列的困惑。第二階段,周周開(kāi)始放下心理戒備,抱著一種開(kāi)放的心態(tài)參與班級(jí)生活,與同伴接觸、交流,不斷接受班級(jí)的規(guī)范性影響。第三階段,完成班級(jí)人的角色塑造過(guò)程,對(duì)班級(jí)規(guī)范有了一定的理解,并以此指導(dǎo)自己的行動(dòng),進(jìn)入二次適應(yīng)階段。以上三個(gè)階段的劃分界限不是絕對(duì)分明的,因?yàn)橛變旱陌l(fā)展具有內(nèi)隱性、復(fù)雜性、神秘性等特點(diǎn),他自身無(wú)法用言語(yǔ)“言說(shuō)”自己的生活,研究者也無(wú)法與之展開(kāi)系統(tǒng)的對(duì)話溝通,所以,研究者只能從他與外界環(huán)境的互動(dòng)交往中,對(duì)他的生活適應(yīng)歷程進(jìn)行梳理、提升。影響幼兒班級(jí)適應(yīng)及行為表現(xiàn)的因素包括幼兒自身因素、家庭環(huán)境與教師影響。其中,教師起著主要的影響作用。教師的教育觀念、班級(jí)管理方式特別是常規(guī)貫徹方式,對(duì)幼兒的適應(yīng)過(guò)程產(chǎn)生重要的甚至決定性的影響。
[Abstract]:At present, the study of small class children's school entrance adaptation mainly focuses on the emotional reaction and behavior performance of the young children, and the follow-up study on the children's life status is less.The purpose of this paper is to help people understand the life adaptation process of a small class more clearly, so that parents and teachers can promote the development of children's adaptive ability more effectively.The theme of small-class children's class adaptation mainly includes self-care ability, rule-adapting ability, communication ability and so on.From September to July of the following year, a small class child in a municipal model kindergarten was observed for two semesters, three working days a week, from September to July of the following year.The researcher tries to reveal the process of individual children growing from a family to a class person with a certain mode of thinking and behavior under the influence of the classroom environment, especially the teacher.Using the qualitative research method, the researcher himself is used as the research tool to study the children's real life scene and observe the interaction mode and the interactive process between the children and the teachers and their peers.According to the needs of the research, teachers and parents were investigated and interviewed, and a large number of images, words and materials were collected.The adaptation process of Zhou Zhou is divided into three stages, the first stage is the initial stage.Zhou Zhou had no experience of class players, faced with strange teachers, peers and norms, and felt deep fear and anxiety in his heart; in the collision with the class restrictions and norms under the teacher's control,He produced a series of puzzles about the rules of class environment.In the second stage, Zhou Zhou began to put down his psychological vigilance, take part in class life with an open mind, contact with his peers, communicate and accept the class's normative influence.In the third stage, the role shaping process of the class person is completed, and the class norm is understood to a certain extent, which guides his own action and enters the second adaptation stage.The demarcation of the above three stages is not absolutely clear, because the development of a child has the characteristics of recessive, complexity, mystery, and so on. He cannot use his own words to "say" his own life.Therefore, the researcher can only comb and improve his life adaptation course from the interaction between him and the outside environment.The factors affecting children's class adaptation and behavior include children's own factors, family environment and teachers' influence.Among them, the teacher plays the main influence function.Teachers' concept of education, class management, especially routine implementation, have an important or even decisive impact on the process of children's adaptation.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G610

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本文編號(hào)：1753453