【摘要】： 兒童從一出生,就會(huì)被社會(huì)分別貼上男性或女性的標(biāo)簽,開(kāi)始其性別角色的社會(huì)化歷程。性別角色社會(huì)化是個(gè)體社會(huì)化的重要表征,學(xué)前期是幼兒形成性別認(rèn)知和性別穩(wěn)定性的重要階段,早期教育對(duì)促進(jìn)兒童性別角色社會(huì)化至關(guān)重要。 無(wú)論是發(fā)生在家庭、幼兒園或社會(huì),教育者總是依據(jù)其自身對(duì)兒童的性別角色期待而采取相應(yīng)的性別角色教育。不論這種性別角色期待正確與否,它都對(duì)兒童早期性別角色教育產(chǎn)生實(shí)質(zhì)性影響。而游戲是幼兒最喜愛(ài)的活動(dòng),在游戲中幼兒完全自然地釋放和表現(xiàn)自己,接受和內(nèi)化社會(huì)規(guī)則,所以在游戲中對(duì)幼兒進(jìn)行性別角色教育可以更好促進(jìn)幼兒性別角色的良性發(fā)展。 本研究把研究情境選定在幼兒的區(qū)域游戲中,選取了大、中、小各一個(gè)班的幼兒作為研究對(duì)象,采用文獻(xiàn)法、實(shí)地觀察法、投射測(cè)驗(yàn)和深入訪談的方法,對(duì)幼兒在區(qū)域游戲中與教師、同伴和材料的互動(dòng)進(jìn)行分析,研究結(jié)論表明：1、在性別角色認(rèn)知上,各年齡階段和不同性別的幼兒都不存在差異,都認(rèn)為女孩應(yīng)該遵守傳統(tǒng)的性別角色：2、在區(qū)域游戲中,幼兒對(duì)區(qū)域的選擇存在年齡上的差異,在性別維度上也有顯著差異；3、在區(qū)域活動(dòng)同伴的選擇上,各年齡班幼兒不存在年齡上的差異；但在玩伴選擇上,幼兒存在顯著的性別差異,各個(gè)階段幼兒都偏愛(ài)選擇同性的玩伴,幼兒期兒童已經(jīng)在玩伴的選擇上表現(xiàn)出明顯的差異性。4、教師和同伴的性別角色印象和期待影響幼兒性別角色的形成和發(fā)展。 最后,研究者認(rèn)為給幼兒創(chuàng)設(shè)性別公平的教育環(huán)境,必須改變社會(huì)傳統(tǒng)的性別刻板印象,樹(shù)立公平的性別觀念；同時(shí)以游戲?yàn)槠鯔C(jī),培養(yǎng)幼兒正確的性別角色觀；最后提倡對(duì)幼兒進(jìn)行雙性化教育,讓幼兒得到最優(yōu)化發(fā)展。
[Abstract]:As soon as children are born, they are labeled male or female, and they begin to socialize their gender roles. Gender role socialization is an important representation of individual socialization and early school is an important stage for young children to form gender cognition and gender stability. Early education is very important to promote the socialization of children's gender roles. Whether it occurs in the family, kindergarten or society, educators always adopt the corresponding gender role education according to their own expectations of children's gender roles. Whether this gender role expectation is correct or not, it has a substantial impact on early childhood gender role education. And the game is the most favorite activity of the children, in the game children completely naturally release and express themselves, accept and internalize the social rules, so in the game, it can better promote the healthy development of the child's gender role. In this study, the research situation was selected in the children's regional games, and the children in each class of big, middle and small were selected as the research objects, and the methods of literature, field observation, projection test and in-depth interview were used. Based on the analysis of children's interaction with teachers, peers and materials in regional games, the conclusions are as follows: 1. There are no differences in the cognition of gender roles between children of different ages and different genders. Girls should abide by the traditional gender roles: (2) in regional games, there are age differences in children's choice of regions, and significant differences in gender dimensions; 3. There is no difference in age among children of different ages in the choice of regional activity peers; However, there is a significant gender difference in the choice of playmate. Children in all stages prefer to choose the same sex playmate, and children in early childhood have shown obvious differences in the choice of playmate. The gender role impression and expectation of teachers and peers influence the formation and development of young children's gender roles. Finally, the researcher thinks that in order to create the educational environment of gender equity for children, we must change the gender stereotype of social tradition and set up fair gender concept, at the same time, take the game as the opportunity to train the child's correct gender role view; In the end, the author advocates bisexual education for children so as to optimize their development.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G613.7

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 李沛;游戲中教師對(duì)不同性別幼兒的教育行為研究[D];西南大學(xué);2012年

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本文編號(hào)：2393420