本文選題：維漢幼兒 + 同伴交往　； 參考：《石河子大學》2017年碩士論文

【摘要】：同伴是學前幼兒除父母和教師外的重要他人之一,幼兒的同伴交往直接影響著幼兒社會性的發(fā)展,是幼兒社會性發(fā)展的評判指標。同時,同伴交往可促進幼兒社會認知能力和積極情緒情感的發(fā)展。除此之外,國內(nèi)外關(guān)于同伴交往的文獻資料較為豐富,關(guān)于幼兒同伴交往的問題已成為當前學前教育領(lǐng)域研究的重點。但是有關(guān)同伴交往跨文化研究的文獻較少,尤其是關(guān)于維族幼兒和漢族幼兒之間的同伴交往研究更是少之又少。新疆大力推行學前雙語教育,由此建立了許多雙語幼兒園,有一部分雙語幼兒園中既有少數(shù)民族幼兒,同時也有漢族幼兒,少數(shù)民族幼兒中以維族幼兒為主,因此選擇研究維漢幼兒之間的同伴交往,既能更好地促進幼兒的社會性發(fā)展,豐富相關(guān)理論,同時對學前雙語教育有很好的推進作用。本研究主要選擇烏魯木齊市和阿克蘇市兩個地方有代表性的兩所雙語幼兒園進行資料的收集。采用非參與式觀察法收集4-6歲維漢幼兒之間的同伴交往事件,共收集到344個交往事件;采用訪談法從幼兒角度找尋影響其同伴交往的因素,同時對教師及家長進行非結(jié)構(gòu)訪談,以豐富研究資料。進而對收集到的研究資料進行分析,從交往情境、交往參與者、交往主題、交往方式、交往行為性質(zhì)以及交往結(jié)束方式六個方面對4-6歲維漢幼兒同伴交往現(xiàn)狀進行呈現(xiàn)。在此基礎上分析探究4-6歲幼兒同伴交往的靜態(tài)特點、動態(tài)特點以及影響因素:本研究以族別、性別及年齡三個維度呈現(xiàn)4-6歲維漢幼兒同伴交往的靜態(tài)特點,族別特點呈現(xiàn):維族幼兒比漢族幼兒有更強的交往主動性、更喜歡打鬧;性別特點呈現(xiàn):男孩有更強的交往主動性、女孩有更強的自控性、男孩喜愛共同游戲而女孩更喜歡親社會行為、男孩和女孩都喜歡與同性別交往;年齡特點呈現(xiàn):大班幼兒比中班幼兒更具有結(jié)群性、更樂于語言交流、更注重學習規(guī)則、有更強的社交能力、更擅長使用語言方式。動態(tài)特點即幼兒同伴交往從開始到結(jié)束整個過程中交往參與者的具體互動情況,呈現(xiàn)出簡單交往中淺度交往更常見、更易于發(fā)生,而深度交往對幼兒社會性發(fā)展的意義更大;復雜交往中平行交往是相對復雜程度較低的而網(wǎng)狀交往中交往參與者之間的互動形式更為復雜。最后從幼兒的角度發(fā)現(xiàn)影響4-6歲幼兒同伴交往的因素有幼兒自身特點、同伴交往能力、重要他人以及交往條件四個因素。
[Abstract]:Peer is one of the important others in preschool children besides their parents and teachers. The peer interaction of children directly affects the development of children's sociality and is the judgment index of children's social development. At the same time, peer interaction can promote the development of children's social cognitive ability and positive emotion. In addition, the literature on peer interaction is abundant at home and abroad, and the issue of peer communication of young children has become the focus of research in the field of preschool education. However, there are few literatures on cross-cultural studies of peer interaction, especially among Uyghur children and Han children. Xinjiang has vigorously promoted pre-school bilingual education. As a result, many bilingual kindergartens have been established, some of which include children from ethnic minorities as well as children of Han nationality, and the majority of children of ethnic minorities are children of Uygur nationality. Therefore, the study of peer communication between Uyghur and Han children can not only promote children's social development, enrich relevant theories, but also promote preschool bilingual education. In this study, two representative bilingual kindergartens in Urumqi and Aksu were selected to collect data. Non-participative observation method was used to collect the peer interaction events between children aged 4-6 years old, and a total of 344 incidents were collected. Interviews were used to find out the factors affecting their peer interaction from the perspective of young children, and non-structural interviews were conducted with teachers and parents. To enrich the research materials. Then it analyzes the collected research data and presents the present situation of peer communication of 4-6 year old Uighur children from six aspects: the communication situation, the participants, the subject, the way of communication, the nature of the communication behavior and the way of the end of the communication. On this basis, the static characteristics, dynamic characteristics and influencing factors of children aged 4-6 years old were analyzed and explored. In this study, the static characteristics of children aged 4-6 years old Uighur children were presented in the three dimensions of race, sex and age. Ethnic characteristics: Uyghur children than Han children have a stronger initiative to communicate, more like to fight; gender characteristics show: boys have stronger initiative to communicate, girls have a stronger self-control, Boys prefer to play together, girls prefer pro-social behavior, boys and girls like to socialize with the same gender; age features show that children in large classes are more group-oriented, more willing to communicate in language, and more focused on learning rules than middle class children. Stronger social skills and better use of language. The dynamic characteristics of children's peer interaction from the beginning to the end of the whole process of the specific interaction between participants, showing that the simple communication of shallow communication is more common, more prone to occur, and the depth of communication to the social development of children is more significant; In complex communication, parallel communication is relatively less complex, and the interaction form between participants in network communication is more complex. Finally, from the infant's point of view, we find that there are four factors that affect the children's peer communication: the children's own characteristics, the ability of peer communication, the important others and the conditions of communication.
【學位授予單位】：石河子大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G612

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