本文選題：中班幼兒 + 角色游戲�。� 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：幼兒同伴協(xié)商行為是幼兒在日常生活中通過與同伴之間交流信息,協(xié)調(diào)與同伴之間的關(guān)系,試圖與同伴之間達(dá)到共同的目的、獲取共同的成果而進(jìn)行相互交流協(xié)商的行為方式,具體包括語言觀點(diǎn)的交流、獲取物品動(dòng)作的交流以及爭(zhēng)取活動(dòng)空間的交流等。中班幼兒在社會(huì)性發(fā)展中處于承上啟下的階段,相較于小班幼兒而言,中班幼兒的語言表達(dá)能力明顯增強(qiáng),交流技能日趨嫻熟,社會(huì)認(rèn)知能力明顯提高,有意行為開始發(fā)展,能關(guān)心同伴的情感反應(yīng),協(xié)商、助人、合作等行為明顯增加,幼兒需要運(yùn)用各種協(xié)商策略與同伴分享玩具、協(xié)調(diào)意愿,以求得同伴的認(rèn)可和接納。由此可見,中班幼兒的同伴協(xié)商行為尤為豐富,且復(fù)雜多變。已有研究表明,在幼兒的日常生活中,游戲活動(dòng)是教師觀察和了解幼兒各方面發(fā)展水平和內(nèi)心世界的最佳窗口。其中,角色游戲是幼兒園最常見的游戲活動(dòng)之一。在角色游戲中,通過創(chuàng)設(shè)情境,引導(dǎo)幼兒進(jìn)入角色,培養(yǎng)幼兒愿意與同伴協(xié)商的意愿,并通過游戲能與同伴友好協(xié)商,會(huì)運(yùn)用簡(jiǎn)單的協(xié)商技巧加入同伴游戲等。由此可見,在幼兒園中,角色游戲?qū)τ谟變旱耐閰f(xié)商行為具有重要的影響作用。因此,本研究選取4-5歲的中班幼兒作為研究對(duì)象,以角色游戲?yàn)橛^察情境,主要運(yùn)用觀察法、調(diào)查法對(duì)中班幼兒角色游戲中同伴協(xié)商行為的現(xiàn)狀、存在問題、問題原因以及應(yīng)對(duì)策略進(jìn)行研究和探討。本研究發(fā)現(xiàn),角色游戲中幼兒的同伴協(xié)商行為的現(xiàn)狀及問題:第一,幼兒同伴協(xié)商對(duì)象存在性別差異性;第二,幼兒同伴協(xié)商主題缺乏全面性;第三,幼兒同伴協(xié)商策略類型單一,缺乏融合性;第四,幼兒同伴協(xié)商存在結(jié)果差異性。針對(duì)這些問題,筆者提出了相應(yīng)的教育建議:第一,根據(jù)性別差異科學(xué)投放游戲材料,發(fā)揮“男女”幼兒的互補(bǔ)作用;第二,教師引導(dǎo)幼兒進(jìn)行全面協(xié)商,豐富協(xié)商主題。第三,提高幼兒的社會(huì)交往能力和對(duì)融合策略的運(yùn)用能力;第四,通過訓(xùn)練培養(yǎng)幼兒的移情能力,促進(jìn)互讓和雙贏協(xié)商結(jié)果的發(fā)展。
[Abstract]:Peer negotiation is the behavior of children to communicate and negotiate with their peers in daily life by exchanging information, coordinating their relationships with their peers, trying to achieve a common goal and obtaining common results. It includes the exchange of linguistic views, the exchange of objects' actions and the exchange of activities. The middle class children are in the connecting stage in the social development. Compared with the small class children, the middle class children's language expression ability is obviously enhanced, the communication skills become more and more skillful, the social cognition ability is obviously improved, and the intentional behavior begins to develop. Children need to use various negotiation strategies to share toys with their peers and coordinate their intentions in order to gain their recognition and acceptance. It can be seen from this that the peer negotiation behavior of middle-class children is particularly rich and complex. Studies have shown that in the daily life of children, play activities are the best window for teachers to observe and understand the development level and inner world of children. Among them, role play is one of the most common game activities in kindergarten. In the role game, by creating the situation, guiding the children into the role, cultivating the willingness of children to negotiate with their peers, and through the game can negotiate with their peers amicably, they will use simple negotiation skills to join the peer games. It can be seen that in kindergarten, role play plays an important role in children's peer negotiation behavior. Therefore, this study selects 4-5 years old middle class children as the research object, takes the role play as the observation situation, mainly uses the observation method, the investigation method to the middle class child role game in the peer negotiation behavior present situation, has the question. The causes of the problem and the strategies to deal with the problem are studied and discussed. This study found that the status quo and problems of children's peer negotiation behavior in role play: first, there is a gender difference in the subjects of peer negotiation; second, the theme of peer negotiation is lack of comprehensiveness; third, The types of peer negotiation strategies are single and lack of integration; fourth, the results of peer negotiation are different. In view of these problems, the author puts forward the corresponding educational suggestions: first, according to the gender difference scientific game materials, play "male and female" children complementary role; second, teachers guide children to conduct comprehensive consultations, enrich the subject of consultation. Third, improve children's ability of social communication and use of integration strategies; fourth, train children's empathy ability, promote the development of mutual concessions and win-win negotiation results.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.7

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本文編號(hào)：1832959