本文選題：生態(tài)學(xué)視角 + 成長環(huán)境��； 參考：《南京師范大學(xué)》2007年博士論文

【摘要】： 邊緣兒童是在正常學(xué)前教育機構(gòu)中，游離于集體邊緣、言行舉止介于正常與異常邊緣的兒童，他們的存在引起了教師和家長的關(guān)注，但相關(guān)的研究文獻還不多見。 以游戲作為溝通媒介，讓兒童以“玩"來表達情感、緩解問題的游戲治療，在國外的研究非常普遍。在中國，該研究還處于起步階段，研究文獻不足百篇，學(xué)前教育領(lǐng)域的研究成果更是稀少。 生態(tài)學(xué)為兒童教育的研究提供了一個綜合、全面、立體、動態(tài)地看待兒童發(fā)展的全新的研究視角。從生態(tài)學(xué)的視角來研究邊緣兒童的游戲治療，還是一塊有待開墾的土地。 本研究運用質(zhì)的研究方法，從生態(tài)學(xué)的視角出發(fā)，通過創(chuàng)設(shè)滿足兒童需要的新環(huán)境，改善與修復(fù)已有的生態(tài)環(huán)境，對十名邊緣兒童進行游戲干預(yù)。研究發(fā)現(xiàn)：第一，生態(tài)系統(tǒng)的失衡是導(dǎo)致邊緣兒童產(chǎn)生的根本原因，其中，家庭生態(tài)的失衡是兒童邊緣化的誘因，同伴欠缺加劇了兒童的邊緣化傾向，教師忽視加深了兒童邊緣化的程度。第二，游戲是幫助邊緣兒童表達問題的重要方法；第三，生態(tài)學(xué)取向的游戲干預(yù)具有改善邊緣兒童現(xiàn)狀的功能。通過“家長參與”、“同伴介入”、“教師關(guān)注”等干預(yù)方式，修復(fù)或改善邊緣兒童的生態(tài)環(huán)境系統(tǒng)，使邊緣兒童的問題得以緩解或消除，使邊緣兒童因順應(yīng)生態(tài)系統(tǒng)的平衡而逐漸回歸到正常的同伴群體。論文通過大量的個案研究實例，深入分析了邊緣兒童在游戲治療中的問題和變化。研究證明：生態(tài)學(xué)視角的游戲干預(yù)不僅能有效改善邊緣兒童的狀況，而且，創(chuàng)設(shè)和諧支持的生態(tài)環(huán)境可以預(yù)防邊緣兒童的產(chǎn)生。據(jù)此，研究者從教育的角度提出了教育工作者的思考及相應(yīng)的建議。
[Abstract]:Marginal children are children whose behavior and behavior are between normal and abnormal in normal preschool institutions. Their existence has attracted the attention of teachers and parents, but the relevant research literature is still rare. It is very common for children to use play as communication medium to express their feelings and ease their problems. In China, the research is still in its infancy. Ecology provides a comprehensive, stereoscopic and dynamic perspective for the study of children's education. To study the game therapy of marginal children from an ecological perspective is still a land to be reclaimed. In this study, using qualitative research methods, from the perspective of ecology, by creating a new environment to meet the needs of children, and improving and repairing the existing ecological environment, ten marginal children were involved in the game intervention. The results show that: first, the imbalance of ecosystem is the root cause of marginal children, among which, the imbalance of family ecology is the inducement of children's marginalization, and the lack of peers exacerbates the tendency of children's marginalization. Teacher neglect deepens the marginalization of children. Second, play is an important method to help marginal children to express their problems; third, ecologically oriented game intervention has the function of improving the status quo of marginal children. Through such interventions as "parental participation", "peer intervention", "teacher concern" and so on, the ecological system of marginal children can be repaired or improved, so that the problems of marginalized children can be alleviated or eliminated. To make marginal children gradually return to normal peer group in order to adapt to ecosystem balance. Based on a large number of case studies, this paper analyzes the problems and changes of children at risk in game therapy. It is proved that the game intervention from ecological perspective can not only effectively improve the situation of marginal children, but also can prevent the generation of marginal children by creating a harmonious and supportive ecological environment. Accordingly, the researcher puts forward the educator's thought and the corresponding suggestion from the angle of education.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G610

【引證文獻】

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本文編號：2030386