【摘要】： 社交策略是具體的交往方法的概括。兒童解決社交問題的策略是兒童社會(huì)行為和社會(huì)認(rèn)知能力的一種綜合反映。在幼兒教育中,社交策略訓(xùn)練已經(jīng)成為改善兒童同伴關(guān)系、發(fā)展兒童社會(huì)適應(yīng)能力的一種重要途徑。 臨床心理學(xué)表明,游戲療法對(duì)解決兒童的行為、情感與認(rèn)知問題具有良好效果。教育研究證明,混齡教育與活動(dòng)為幼兒創(chuàng)設(shè)了一個(gè)“準(zhǔn)自然”的生態(tài)環(huán)境,對(duì)發(fā)展幼兒的交往能力具有獨(dú)特作用。為此,本研究嘗試性的在混齡游戲情景中把短程團(tuán)體游戲療法引入到幼兒園常規(guī)游戲室中來訓(xùn)練幼兒的社交策略,同時(shí),在混齡游戲情境中,比較指導(dǎo)性團(tuán)體游戲訓(xùn)練與非指導(dǎo)性團(tuán)體游戲訓(xùn)練在促進(jìn)幼兒社交策略效果上的差異。 本研究根據(jù)指導(dǎo)性游戲訓(xùn)練模式和非指導(dǎo)性游戲訓(xùn)練模式,設(shè)計(jì)出兩種不同的團(tuán)體游戲訓(xùn)練方案,交互在角色游戲室和結(jié)構(gòu)游戲室對(duì)48名隨機(jī)抽取的3-5歲幼兒進(jìn)行為期6周12個(gè)單元的干預(yù)訓(xùn)練。采取定性與定量相結(jié)合的分析方式,初步發(fā)現(xiàn): (1)在混齡游戲情境中,指導(dǎo)性團(tuán)體游戲訓(xùn)練可以促進(jìn)幼兒積極策略的發(fā)展,降低消極策略的使用頻次,非指導(dǎo)性團(tuán)體游戲訓(xùn)練可以促進(jìn)幼兒積極策略的發(fā)展,對(duì)消極策略和中性策略沒有顯著影響。 (2)在混齡游戲情境中,指導(dǎo)性團(tuán)體游戲訓(xùn)練在降低幼兒使用消極策略的效果上明顯好于非指導(dǎo)性團(tuán)體游戲訓(xùn)練的效果。 針對(duì)本研究的問題與不足,進(jìn)一步研究可以從改進(jìn)社交策略的測(cè)量工具、擴(kuò)大被試范圍、比較不同訓(xùn)練方法效果的差異、比較同齡和混齡兩種情境下社交策略游戲訓(xùn)練的效果以及對(duì)游戲療法在常規(guī)游戲室的應(yīng)用做更進(jìn)一步的嘗試等方面入手。
[Abstract]:Social strategy is a summary of specific communication methods. Children's strategies for solving social problems are a comprehensive reflection of children's social behavior and social cognitive ability. In early childhood education, social strategy training has become an important way to improve children's peer relationship and develop children's social adaptability. Clinical psychology shows that play therapy is effective in solving children's behavioral, emotional and cognitive problems. Educational research has proved that mixed age education and activities create a "quasi-natural" ecological environment for children, and play a unique role in the development of children's communication ability. Therefore, this study tries to introduce short-range group game therapy into the kindergarten routine game room to train children's social strategies in the mixed-age game situation, and at the same time, in the mixed-age game situation, To compare the difference between group game training and group game training in promoting children's social strategy. According to the guiding game training mode and the non-guiding game training mode, two different group game training schemes are designed in this study. A total of 48 randomly selected children aged 3-5 years were interacted with each other for 6 weeks and 12 units in the role-playing room and the structured game room. With the combination of qualitative and quantitative analysis, it is found that: (1) in the mixed-age game situation, guided group game training can promote the development of children's positive strategies and reduce the frequency of the use of negative strategies; Non-directive group game training can promote the development of children's positive strategies, but has no significant effect on negative strategies and neutral strategies. (2) in the mixed-age game situation, the effect of guiding group game training was better than that of non-directive group game training in reducing children's use of negative strategies. In view of the problems and shortcomings of this study, the further study can improve the measurement tools of social strategies, expand the range of subjects, and compare the effects of different training methods. To compare the effect of social strategy game training in the same age and mixed age situation, and to make further attempt on the application of game therapy in the routine game room.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G613

【引證文獻(xiàn)】

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