發(fā)布時間：2018-06-18 21:50

  本文選題：同伴交往 + 同伴關(guān)系��； 參考：《學前教育研究》2014年03期

【摘要】：本研究采用訪談法,運用社會網(wǎng)絡(luò)分析技術(shù),對28名5—6歲幼兒的同伴關(guān)系進行了中心性分析、圖形化分析、小群體分析和核心—邊緣結(jié)構(gòu)分析。結(jié)果表明幼兒在個體中心度上存在較大的個別差異;幼兒選擇朋友時不能準確地確定誰是自己的朋友,并且出現(xiàn)了同性別偏好等特點;幼兒同伴群體可以劃分為互相緊密相連的小群體;幼兒同伴交往中出現(xiàn)了核心—邊緣結(jié)構(gòu),但沒有達到非常完善的程度。教師可以深入分析幼兒受歡迎或不受歡迎的原因,鼓勵幼兒與同伴進行積極的社會交往。教師也可以設(shè)計一些游戲活動幫助幼兒在游戲中提升社會交往能力。教師可以通過講故事的方式幫助幼兒初步了解朋友的涵義,提升他們的社會認知能力。教學活動中,教師應(yīng)為幼兒提供與異性幼兒交往的機會,以拓展他們的人際交往范圍。此外,教師還需要幫助幼兒學習如何處理好群體內(nèi)部成員之間的關(guān)系以及內(nèi)群體和外群體之間的關(guān)系,同時避免孤立群體對幼兒社會性發(fā)展可能產(chǎn)生的不良影響。
[Abstract]:In this study, interviews and social network analysis techniques were used to analyze the peer relationship of 28 children aged 5-6 years, including central analysis, graphical analysis, small group analysis and core-edge structure analysis. The results showed that there were significant individual differences in the degree of individual centrality, and the children could not accurately determine who their friends were when they chose their friends, and had the characteristics of the same gender preference. The peer group can be divided into small groups closely connected with each other, and the core-edge structure appears in the peer interaction, but it does not reach a very perfect level. Teachers can deeply analyze the reasons why children are welcome or unwelcome, and encourage them to engage in positive social interaction with their peers. Teachers can also design game activities to help children improve their social communication ability in games. Teachers can help children to understand the meaning of friends and improve their social cognitive ability by telling stories. In teaching activities, teachers should provide children with opportunities to interact with heterosexual children in order to expand their range of interpersonal communication. In addition, teachers also need to help young children to learn how to deal with the relationship between group members and internal and external groups, while avoiding the possible negative impact of isolated groups on children's social development.
【作者單位】： 華東師范大學學前教育與特殊教育學院;華東師范大學附屬幼兒園;
【基金】：上海市哲學社會科學規(guī)劃青年課題項目(編號:2008EZH005) 上海市教育科學研究項目(編號:B09014)的階段性研究成果
【分類號】：G610
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本文編號：2036976