發(fā)布時(shí)間：2018-10-25 07:28

【摘要】： 游戲在學(xué)前教育領(lǐng)域占據(jù)重要的位置。社會戲劇性游戲?qū)和恼J(rèn)知、社會性及語言發(fā)展都提出了較高的要求,所以它通常被認(rèn)為對發(fā)展是最具先進(jìn)性和重要性的游戲類型之一。目前國內(nèi)外對于社會戲劇性游戲的研究主題涉及兒童社會戲劇性游戲的內(nèi)涵、特點(diǎn),社會戲劇性游戲與兒童發(fā)展的關(guān)系等,鮮見對家庭社經(jīng)地位與社會戲劇性游戲水平之間關(guān)系的研究。為彌補(bǔ)已有研究的不足,本研究嘗試從社會學(xué)的角度出發(fā),探討家庭社經(jīng)地位對5-6歲兒童社會戲劇性游戲水平的影響,以期有助于發(fā)揮社會戲劇性游戲?qū)和?尤其是社經(jīng)地位不利兒童的發(fā)展功能。通過文獻(xiàn)研究和實(shí)證研究,研究得出以下結(jié)論:第一,不同家庭社經(jīng)地位兒童的社會戲劇性游戲的角色選擇與持久性水平存在顯著差異;第二,不同社經(jīng)地位家庭的父母游戲性、游戲條件的支持、游戲指導(dǎo)策略存在顯著差異;第三,家庭社經(jīng)地位主要通過家庭游戲環(huán)境對兒童社會戲劇性游戲水平造成影響。在研究結(jié)論的基礎(chǔ)上,論文探討了造成不同家庭社經(jīng)地位兒童社會戲劇性游戲水平差異的原因,并就如何提高社經(jīng)地位不利兒童的社會戲劇性游戲水平,對政府部門、家長、幼兒園教師提出了若干建議。
[Abstract]:The game occupies an important position in the field of preschool education. Social drama games have put forward higher demands on children's cognition, sociality and language development, so they are generally regarded as one of the most advanced and important game types. At present, the research topics of social drama games at home and abroad involve the connotation, characteristics, the relationship between social drama games and children's development, etc. There is little research on the relationship between the social economic status and the level of social drama. In order to make up for the deficiency of the previous studies, this study attempts to explore the influence of family social and economic status on the social dramatic play level of children aged 5-6 years, from the perspective of sociology, in order to contribute to the development of social drama play to children. In particular, the social and economic status of disadvantaged children's development function. Through literature research and empirical research, the following conclusions are drawn: first, there are significant differences in the role selection and persistence level of social drama among children with different family social and economic status; second, There are significant differences among parents of different social and economic status families, game conditions support, game guidance strategies; third, family social economic status mainly through the family play environment to affect children's social dramatic play level. On the basis of the conclusion of the study, the paper discusses the causes of the difference in the social dramatic play level of children with different family social and economic status, and discusses how to improve the social dramatic play level of children with social economic status disadvantage. The kindergarten teacher put forward some suggestions.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G613.7

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 徐楚婷;中學(xué)生家庭社經(jīng)地位與其學(xué)業(yè)成績的相關(guān)研究[D];廣州大學(xué);2012年

2 杜金鋒;廣州市幼兒教師專業(yè)發(fā)展之制約因素與對策研究[D];廣州大學(xué);2012年

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本文編號：2293037