本文選題：民族地區(qū) + 邊緣兒童　； 參考：《廣西民族大學(xué)》2017年碩士論文

【摘要】：邊緣兒童是正常學(xué)前教育機(jī)構(gòu)中,在情感和社會(huì)性等方面處境不良的、在一定程度上有別于普通兒童群體、有特殊需要的個(gè)別兒童,“邊緣”表示他們在群體中所處的外延地位以及介于多種問題的邊界性特點(diǎn),他們表現(xiàn)出不同程度的情緒焦慮、行為偏差、交往不暢、游離群體等特征。從外表上看他們和其他兒童沒有什么區(qū)別,但其言行舉止卻與其他兒童有著一定的差距。由于對造成邊緣兒童的原因不甚了解,幼兒園教師、家長很難對他們實(shí)施有效的教育和干預(yù)。邊緣兒童享受不到應(yīng)有的受教育權(quán)利,主動(dòng)或被動(dòng)的游離在群體邊緣,不僅影響到他們自身的發(fā)展,也給教師、同伴與家庭帶來了消極影響。廣西民族地區(qū)學(xué)前教育受歷史傳統(tǒng)、民俗文化、地理環(huán)境、家庭教養(yǎng)觀念的影響,基礎(chǔ)薄弱,起點(diǎn)低且發(fā)展困難重重,學(xué)前機(jī)構(gòu)布局不完善,辦學(xué)條件相對較差,教育質(zhì)量普遍較低,總體來說其發(fā)展在整個(gè)民族教育領(lǐng)域中處于弱勢地位,考慮到學(xué)前邊緣兒童又是學(xué)前教育中的弱勢群體,由此推演不難得出,廣西學(xué)前邊緣兒童處在民族教育發(fā)展中“弱勢的弱勢”地位,其生存狀態(tài)更加令人堪憂。本研究利用田野調(diào)查、行動(dòng)研究的方法,深入到大化瑤族自治縣A鄉(xiāng)鎮(zhèn)幼兒園了解學(xué)前邊緣兒童的處境,目的在于研究該地區(qū)學(xué)前教育機(jī)構(gòu)中邊緣兒童的問題表征,通過對這些問題進(jìn)行歸因分析,找出阻礙該地區(qū)學(xué)前邊緣兒童回歸群體的關(guān)鍵性因素,通過對五名邊緣兒童進(jìn)行干預(yù),結(jié)果發(fā)現(xiàn):(一)民族地區(qū)幼兒園邊緣兒童的生存境遇比漢族地區(qū)邊緣兒童差,在干預(yù)方面,能為兒童提供的干預(yù)舉措,如游戲干預(yù)、團(tuán)體干預(yù)、沙盤干預(yù)、家庭干預(yù)等大多因缺乏人力與物力的支持而不能展開,因而在一日生活與教育活動(dòng)中老師利用各種契機(jī)對兒童進(jìn)行干預(yù)就成為了最重要且有效的干預(yù)舉措。(二)在對民族地區(qū)學(xué)前邊緣兒童進(jìn)行干預(yù)的過程中,囿于家長教養(yǎng)態(tài)度與民族教養(yǎng)傳統(tǒng)的影響,修復(fù)或改善邊緣兒童周圍失衡的生態(tài)環(huán)境系統(tǒng)較為困難,需要耗費(fèi)大量的人力、物力,并且要占用大量的時(shí)間,因此,探究簡潔、有效且規(guī)模較小的干預(yù)模式更有益于推進(jìn)民族地區(qū)學(xué)前邊緣兒童的復(fù)歸群體的進(jìn)程。(三)在邊緣兒童的教育干預(yù)研究中,既考慮到邊緣兒童發(fā)展的正向自覺性,又關(guān)注群體態(tài)度的轉(zhuǎn)變對兒童的影響,是保證干預(yù)有效和長效的重要原則。
[Abstract]:Children at risk are individual children with special needs who are in poor emotional and social situations in normal pre-school education institutions and are to a certain extent different from ordinary groups of children. The "edge" indicates their extension position in the group and the boundary characteristics between various problems. They show different degree of emotional anxiety, behavior deviation, poor communication, free group and so on. Outwardly they are no different from other children, but their behavior is somewhat different from that of other children. It is difficult for kindergarten teachers and parents to carry out effective education and intervention for marginalized children. Marginal children can not enjoy the right to education, active or passive free on the edge of the group, not only affect their own development, but also to teachers, peers and families have a negative impact. Preschool education in Guangxi ethnic areas is influenced by the historical tradition, folk culture, geographical environment, family education concept, the foundation is weak, the starting point is low and the development is very difficult, the distribution of preschool institutions is not perfect, and the conditions for running schools are relatively poor. The quality of education is generally low, and its development is generally in a weak position in the field of national education. Considering that pre-school marginal children are also a vulnerable group in preschool education, it is not difficult to extrapolate from this. Guangxi's preschool marginal children are in a weak position in the development of national education, and their living conditions are even more worrying. By using the methods of field investigation and action research, this study goes deep into the kindergarten of A Township of Dahua Yao Autonomous County to understand the situation of preschool marginal children, the purpose of which is to study the problem representation of marginal children in preschool education institutions in this area. Through the attribution analysis of these problems, the key factors preventing the return of preschool marginal children in the region were identified, and the intervention was carried out on five marginal children. The results showed that the living conditions of children on the edge of kindergartens in ethnic minority areas were worse than those in Han nationality areas. In terms of intervention, they could provide intervention measures for children, such as game intervention, group intervention, and sand table intervention. Family intervention is often unable to be carried out because of the lack of manpower and material support. Therefore, in the daily life and education activities, teachers take advantage of all kinds of opportunities to intervene children and become the most important and effective intervention measures. (2) in the process of intervention on preschool marginal children in ethnic minority areas, it is difficult to repair or improve the unbalanced ecological environment of marginal children because of the influence of parental rearing attitude and national upbringing tradition. It takes a lot of manpower, material resources and a lot of time to explore a simple, effective and small intervention model, which is more beneficial to the process of children returning to the minority areas. (3) in the study of educational intervention of marginal children, it is an important principle to ensure the effectiveness and long-term effect of intervention, not only considering the positive consciousness of the development of marginal children, but also paying attention to the influence of the change of group attitude on children.
【學(xué)位授予單位】：廣西民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G619.2

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