本文選題：分享意識(shí) + 分享行為�。� 參考：《河南師范大學(xué)》2016年碩士論文

【摘要】：親社會(huì)行為的培養(yǎng)歷來(lái)是人們關(guān)注的焦點(diǎn),分享作為親社會(huì)行為的重要組成部分也越來(lái)越多的引起了人們的注意,進(jìn)入新世紀(jì)以來(lái),我國(guó)的研究者、管理者和一線的幼兒教師們?cè)谟H社會(huì)行為的研究方面投入了許多人力、物力和精力,取得了一些成果,但也存在著一些不足:在分享行為方面,主要集中在城市幼兒的分享行為年齡特征、性別差異、影響因素、培養(yǎng)策略等方面,且分享行為的現(xiàn)狀和影響因素、培養(yǎng)策略大多是相分離的,相對(duì)缺乏在了解幼兒分享意識(shí)和分享行為現(xiàn)狀的基礎(chǔ)上,分析影響現(xiàn)狀的因素并提出培養(yǎng)策略的研究。針對(duì)以上不足,在實(shí)證調(diào)查幼兒分享意識(shí)和分享行為現(xiàn)狀的基礎(chǔ)上提出相應(yīng)的培養(yǎng)策略是有意義的。本研究采用文獻(xiàn)分析法、訪談法、實(shí)驗(yàn)法,以河南省X市3所幼兒園的112名4-6歲的幼兒為研究對(duì)象,然后對(duì)部分幼兒、教師和家長(zhǎng)進(jìn)行訪談,探討了目前幼兒分享意識(shí)和分享行為的現(xiàn)狀,得出以下結(jié)論:(1)幼兒的分享意識(shí)和分享行為在年齡、是否獨(dú)生子女、城鄉(xiāng)來(lái)源方面不存在顯著的差異;不同性別和家庭結(jié)構(gòu)的幼兒分享意識(shí)和分享行為差異顯著,即女孩較男孩更傾向于做出分享行為,非核心家庭較核心家庭的幼兒分享意識(shí)水平更高。(2)幼兒面對(duì)不同分享物時(shí)其分享意識(shí)和分享行為存在顯著的差異,自帶的物品分享較多,獎(jiǎng)勵(lì)的物品分享較少。(3)幼兒在分享意識(shí)程度、分享行為程度方面存在差異。分享意識(shí)的程度方面由高到低依次是均分、慷慨、自我、不會(huì)分享;分享行為的程度方面由高到低依次是被動(dòng)分享、主動(dòng)分享、不分享、不會(huì)分享。(4)幼兒的分享行為和分享意識(shí)相關(guān)較高,但存在著分享行為發(fā)展落后于分享意識(shí)發(fā)展的現(xiàn)象。通過(guò)進(jìn)一步分析發(fā)現(xiàn)幼兒的分享意識(shí)和分享行為存在著以下問(wèn)題:男孩較女孩不善于分享,核心家庭中幼兒分享意識(shí)不高,自帶物品分享多于獎(jiǎng)品分享,幼兒慷慨的分享意識(shí)和主動(dòng)的分享行為較少,分享行為落后于分享意識(shí)等問(wèn)題和不足。本研究認(rèn)為導(dǎo)致上述問(wèn)題出現(xiàn)的原因可能是:幼兒自身生理和心理發(fā)展的規(guī)律,傳統(tǒng)文化和性別角色意識(shí)的差異,與家庭人數(shù)、教養(yǎng)方式、父母素養(yǎng)相關(guān),分享物品的歸屬、性質(zhì)、種類以及同伴關(guān)系的影響。在此基礎(chǔ)上本研究提出了培養(yǎng)幼兒分享意識(shí)和分享行為的策略,首先提高幼兒的認(rèn)知觀點(diǎn)采擇能力,采用移情訓(xùn)練的方法激發(fā)幼兒分享的意識(shí),使幼兒能夠深入理解分享行為,其次注意成人的榜樣影響,正確發(fā)揮榜樣的引導(dǎo)作用,引導(dǎo)幼兒學(xué)會(huì)分享,同時(shí)家庭和幼兒園要為幼兒提供分享的實(shí)踐機(jī)會(huì),告訴幼兒一些分享的規(guī)則,再次重視家園共育為幼兒創(chuàng)設(shè)良好的分享氛圍,一方的努力難以取得良好的教育效果,最后對(duì)幼兒進(jìn)行強(qiáng)化訓(xùn)練,把握分享教育的尺度。
[Abstract]:The cultivation of pro-social behavior has always been the focus of attention. As an important part of pro-social behavior, sharing has attracted more and more attention. Managers and front-line preschool teachers have invested a lot of manpower, material and energy in the research of pro-social behavior, and achieved some results, but there are also some shortcomings: in the aspect of sharing behavior, It mainly focuses on the age characteristics, gender differences, influencing factors and training strategies of urban children's sharing behavior, and the present situation and influencing factors of sharing behavior, most of which are separated from each other. On the basis of understanding the present situation of children's sharing consciousness and behavior, the paper analyzes the factors that affect the present situation and puts forward the research of training strategies. In view of the above deficiencies, it is meaningful to put forward corresponding training strategies on the basis of empirical investigation of children's sharing consciousness and behavior. In this study, 112 children aged 4-6 years old from 3 kindergartens in X City of Henan Province were investigated by literature analysis, interview and experiment, and then some children, teachers and parents were interviewed. This paper discusses the present situation of children's sharing consciousness and behavior, and draws the following conclusion: (1) there is no significant difference in the age, the only child and the urban and rural sources of the children's sharing consciousness and behavior; There were significant differences in sharing awareness and behavior among young children by gender and family structure, that is, girls were more likely to share behaviors than boys. The level of sharing consciousness of children in non-core families is higher than that in nuclear families. 2) there are significant differences in sharing awareness and behavior of children facing different kinds of sharing, and more items are shared with them. There were differences in the degree of sharing awareness and behavior. The degree of sharing consciousness is equal from high to low, generous, self, not sharing; the degree of sharing behavior from high to low is passive sharing, active sharing, not sharing, However, there is a phenomenon that the development of sharing behavior lags behind the development of sharing consciousness. Through further analysis, we found that there are some problems in children's sharing consciousness and behavior: boys are less good at sharing than girls, children in nuclear families are not highly aware of sharing, and children share more items than prizes. Children's generous sharing consciousness and active sharing behavior are less, and sharing behavior lags behind sharing consciousness and so on. This study suggests that the causes of the above problems may be: the rules of children's own physical and psychological development, the differences of traditional culture and gender role consciousness, related to family size, parenting style, parents' accomplishment, the attribution of shared goods, and so on. The influence of nature, type and peer relationship. On the basis of this, the paper puts forward some strategies to cultivate children's sharing consciousness and behavior. Firstly, it can improve the children's ability of choosing cognitive point of view, and use empathy training method to stimulate the children's sharing consciousness, so that the children can understand the sharing behavior deeply. Secondly, we should pay attention to the influence of adult role models, give full play to the guiding role of role models, and guide children to learn to share. At the same time, families and kindergartens should provide children with practical opportunities to share, and tell them some rules of sharing. Paying more attention to homelands co-education for children to create a good atmosphere of sharing, the efforts of one side is difficult to achieve good educational results, and finally to strengthen the training of young children, grasp the scale of sharing education.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G612

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李丹;兒童角色采擇能力與利他行為發(fā)展的相關(guān)研究[J];心理發(fā)展與教育;1994年02期

2 張莉;榜樣和移情對(duì)幼兒分享行為影響的實(shí)驗(yàn)研究[J];心理發(fā)展與教育;1998年01期

3 岑國(guó)楨,劉京海;5——11歲兒童分享觀念發(fā)展研究[J];心理科學(xué)通訊;1988年02期

4 李福芹，，葉文君，陳麗;移情訓(xùn)練對(duì)幼兒分享行為的影響的實(shí)驗(yàn)研究[J];心理科學(xué);1994年03期

5 張莉;戴瓊瑤;;通過(guò)移情訓(xùn)練影響幼兒分享行為的實(shí)驗(yàn)研究[J];教育研究與實(shí)驗(yàn);1998年01期

6 李丹;影響兒童親社會(huì)行為的因素的研究[J];心理科學(xué);2000年03期

7 魏玉桂,李幼穗;不同移情訓(xùn)練法對(duì)兒童分享行為影響的實(shí)驗(yàn)研究[J];心理科學(xué);2001年05期

8 陳會(huì)昌,耿希峰,秦麗麗,林思南;7~11歲兒童分享行為的發(fā)展[J];心理科學(xué);2004年03期

9 王海梅,陳會(huì)昌,谷傳華;關(guān)于兒童分享的研究述評(píng)[J];心理科學(xué)進(jìn)展;2004年01期

10 曾英;;淺談?dòng)變悍窒硇袨榈慕逃呗訹J];教育探索;2007年12期

本文編號(hào)：1910257