發(fā)布時間：2018-05-19 06:11

  本文選題：幼兒 + 幼兒園常規(guī)　； 參考：《山東師范大學》2017年碩士論文

【摘要】：幼兒園是幼兒加入的第一個社會組織,作為一個社會組織就需要有約束其內部成員行為的規(guī)范準則,在幼兒園里,幼兒園常規(guī)便是幼兒最初接觸到的社會行為規(guī)范,是幼兒社會化的重要途徑�？茖W合理的幼兒園常規(guī)不僅有利于維持幼兒園教育活動秩序,而且對幼兒的身心和諧發(fā)展起著至關重要的作用。然而,在現(xiàn)實的幼兒園教育實踐活動中,幼兒園常規(guī)還存在著許多不足之處,影響著幼兒的身心健康發(fā)展。本研究正是以幼兒園常規(guī)為研究對象,對幼兒園常規(guī)的“規(guī)訓性”進行反思與批判,并在此基礎上提出重建科學合理的幼兒園常規(guī)的建議。本研究內容共包括四章:第一章主要是對幼兒園常規(guī)的概述,在界定常規(guī)、幼兒園常規(guī)和規(guī)訓性三個概念的基礎上闡釋了幼兒園常規(guī)的分類與價值。第二章是研究的主體部分,主要分析了幼兒園常規(guī)“規(guī)訓性”的表現(xiàn),重點從時間場域、空間場域、符號隱喻以及常用手段四個方面對幼兒園常規(guī)的“規(guī)訓性”進行了闡述。第三章通過具體的觀察記錄案例論述了幼兒對“規(guī)訓性”常規(guī)的不同行為表現(xiàn)與反應——迎合、適應和抗拒,并闡明了幼兒的反應對其自身發(fā)展產生的不良影響:幼兒的迎合行為影響其自主性與創(chuàng)造性的發(fā)展;幼兒的適應行為壓制其活潑好動的自然天性;幼兒的抗拒行為可能導致自身心理受挫或受懲罰。第四章主要基于對常規(guī)“規(guī)訓性”的反思提出重建科學合理的幼兒園常規(guī)的幾點建議:變幼兒被動接受常規(guī)為主動建構常規(guī);變外在的常規(guī)要求為幼兒內在的規(guī)則需要;變片面強調常規(guī)共性為兼顧幼兒的個體差異。
[Abstract]:Kindergarten is the first social organization for children to join. As a social organization, it is necessary to have the norm to restrict the behavior of its internal members. In kindergarten, the routine of kindergarten is the norm of social behavior that young children first come into contact with. It is an important way for children to socialize. Scientific and reasonable kindergarten routine not only helps to maintain the order of kindergarten educational activities, but also plays a vital role in the harmonious development of children's body and mind. However, in the practical activities of kindergarten education, there are still many deficiencies in kindergarten routine, which affects the development of children's physical and mental health. This research takes the kindergarten routine as the research object, carries on the reflection and the critique to the kindergarten routine "discipline", and puts forward the suggestion of rebuilding the scientific and reasonable kindergarten routine on this basis. This research includes four chapters: the first chapter is an overview of the kindergarten routine, which explains the classification and value of kindergarten routine on the basis of defining the three concepts of convention, kindergarten convention and discipline. The second chapter is the main part of the study, mainly analyzes the performance of kindergarten routine "discipline", focusing on the time field, space field, symbolic metaphor and common means of kindergarten routine "discipline". The third chapter discusses the children's different behavior performance and response to "discipline" through specific observation and record cases-pandering, adapting and resisting. The negative effects of children's response on their own development are illustrated: the children's pandering behavior affects their autonomy and creative development, the children's adaptive behavior suppresses their lively and active natural nature, and the children's adaptive behavior suppresses their lively and active nature. Children's resistance may lead to psychological frustration or punishment. The fourth chapter is mainly based on the reflection of the routine "discipline" and puts forward some suggestions on how to reconstruct the scientific and reasonable kindergarten routine: changing the children's passive acceptance of the routine into the active construction of the routine, changing the external routine into the inner rule of the child; Changing one-sided emphasis on conventional commonalities is to take into account the individual differences of young children.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G612

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本文編號：1909016