游戲活動中幼兒同伴合作策略研究
發(fā)布時間：2018-11-17 13:35
【摘要】： 人們在活動過程中,往往需要一定的策略支持其行為的進(jìn)行,合作活動也不例外。合作活動作為幼兒最常見的活動方式之一,正是幼兒借助一定的合作策略完成合作目標(biāo)的過程。然而,國內(nèi)外有關(guān)幼兒合作策略的研究卻相對比較貧乏,僅有的一些研究成果也多是觀念上的引導(dǎo)和口號式的呼吁。本研究力圖通過對游戲活動中幼兒同伴合作策略的系統(tǒng)研究,較為全面地揭示幼兒合作策略的運(yùn)用狀況、基本特征及相關(guān)的影響因素,從而為幼教工作者提供更有益于提高幼兒合作意識和合作能力的教育建議。 研究者以符號互動理論、社會學(xué)習(xí)理論、目標(biāo)結(jié)構(gòu)理論和認(rèn)知發(fā)展理論為理論基礎(chǔ),采用觀察法、自然實驗法、訪談法和案例分析法,對丌封市某一幼兒園大、中、小三個年齡班幼兒的同伴合作策略狀況進(jìn)行了較為深入的研究,研究發(fā)現(xiàn),游戲活動中幼兒同伴合作策略呈現(xiàn)四個方面的特征:1、由單一走向多樣;2、由命令式向協(xié)商式轉(zhuǎn)變;3、由無意識策略運(yùn)用走向有意識策略運(yùn)用;4、教師參與下與幼兒自發(fā)游戲活動中呈現(xiàn)不同的合作策略。經(jīng)過對以上特征的因素分析,研究者得出以下結(jié)論:1、游戲類型影響合作策略的運(yùn)用;2、有無教師參與,合作策略出現(xiàn)的頻率不同;3、邊緣性參與是幼兒習(xí)得合作策略的有效途徑;4、幼兒合作策略的運(yùn)用呈現(xiàn)不同的階段特征;5、幼兒的性格和情緒影響合作策略的選擇。 根據(jù)以上研究結(jié)論,研究者提出以下五項教育建議:1、不同游戲活動中,引導(dǎo)幼兒運(yùn)用不同的合作策略完成合作的目標(biāo);2、提高幼兒的合作意識,引導(dǎo)幼兒學(xué)會使用適宜的合作策略;3、為幼兒提供觀察與模仿的對象,指導(dǎo)幼兒在具體情境中學(xué)習(xí)相關(guān)的合作策略;4、掌握幼兒合作策略發(fā)展規(guī)律,重視幼兒的移情訓(xùn)練;5、有效利用家長資源,提高幼兒有效運(yùn)用合作策略的能力。
[Abstract]:In the process of activities, people often need certain strategies to support their behavior, and cooperative activities are no exception. Cooperative activities, as one of the most common activities of children, is the process of accomplishing cooperative goals by means of certain cooperative strategies. However, the domestic and foreign studies on child cooperation strategies are relatively poor, and only some of the research results are mostly conceptual guidance and slogan appeal. This study tries to reveal the application, basic characteristics and related influencing factors of children's cooperative strategies through the systematic study of the children's peer cooperation strategies in the game activities. Therefore, it provides educational advice for preschool educators to improve children's cooperative consciousness and ability. On the basis of symbolic interaction theory, social learning theory, goal structure theory and cognitive development theory, the researcher adopts observation method, natural experiment method, interview method and case analysis method. In this paper, the author makes a deep study on the status of peer cooperation strategy of children in three age classes, and finds out that there are four characteristics of children's peer cooperation strategies in game activities: 1, from single to diverse; 2, from imperative to negotiation; 3, from unconscious strategy to conscious strategy; 4, different cooperative strategies with teachers' participation and children's spontaneous play. Through the factor analysis of the above characteristics, the researchers draw the following conclusions: 1, game types affect the use of cooperative strategies; 2, with or without the participation of teachers, the frequency of cooperative strategies is different; 3, borderline participation is an effective way for children to acquire cooperative strategies; (4) children's cooperative strategies show different stage characteristics; 5, children's personality and emotion influence the choice of cooperative strategies. According to the above conclusions, the researchers put forward the following five educational suggestions: 1. In different game activities, children should be guided to use different cooperative strategies to achieve the goal of cooperation; (2) to improve the children's cooperative consciousness, to guide the children to learn to use the appropriate cooperative strategies, 3, to provide the children with the object of observation and imitation, and to guide the children to learn the relevant cooperative strategies in the specific situation. (4) mastering the development law of children's cooperative strategy, paying attention to the training of children's empathy, and (5) effectively using parents' resources to improve the ability of children's effective use of cooperative strategies.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G612
本文編號：2337975
[Abstract]:In the process of activities, people often need certain strategies to support their behavior, and cooperative activities are no exception. Cooperative activities, as one of the most common activities of children, is the process of accomplishing cooperative goals by means of certain cooperative strategies. However, the domestic and foreign studies on child cooperation strategies are relatively poor, and only some of the research results are mostly conceptual guidance and slogan appeal. This study tries to reveal the application, basic characteristics and related influencing factors of children's cooperative strategies through the systematic study of the children's peer cooperation strategies in the game activities. Therefore, it provides educational advice for preschool educators to improve children's cooperative consciousness and ability. On the basis of symbolic interaction theory, social learning theory, goal structure theory and cognitive development theory, the researcher adopts observation method, natural experiment method, interview method and case analysis method. In this paper, the author makes a deep study on the status of peer cooperation strategy of children in three age classes, and finds out that there are four characteristics of children's peer cooperation strategies in game activities: 1, from single to diverse; 2, from imperative to negotiation; 3, from unconscious strategy to conscious strategy; 4, different cooperative strategies with teachers' participation and children's spontaneous play. Through the factor analysis of the above characteristics, the researchers draw the following conclusions: 1, game types affect the use of cooperative strategies; 2, with or without the participation of teachers, the frequency of cooperative strategies is different; 3, borderline participation is an effective way for children to acquire cooperative strategies; (4) children's cooperative strategies show different stage characteristics; 5, children's personality and emotion influence the choice of cooperative strategies. According to the above conclusions, the researchers put forward the following five educational suggestions: 1. In different game activities, children should be guided to use different cooperative strategies to achieve the goal of cooperation; (2) to improve the children's cooperative consciousness, to guide the children to learn to use the appropriate cooperative strategies, 3, to provide the children with the object of observation and imitation, and to guide the children to learn the relevant cooperative strategies in the specific situation. (4) mastering the development law of children's cooperative strategy, paying attention to the training of children's empathy, and (5) effectively using parents' resources to improve the ability of children's effective use of cooperative strategies.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G612
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