【摘要】：幼兒同伴交往能力的發(fā)展是幼兒社會(huì)性發(fā)展、個(gè)性發(fā)展的一個(gè)重要方面,在幼兒整個(gè)童年生活中都占據(jù)重要的地位,對(duì)于幼兒以后的社會(huì)適應(yīng)也起著相當(dāng)重要的作用。同伴交往能力的發(fā)展有利于幼兒知識(shí)的獲得與交流,社會(huì)認(rèn)知能力的提高,友好、主動(dòng)交往態(tài)度的形成和親社會(huì)行為的養(yǎng)成。有研究指出在學(xué)前期兒童的同伴交往能力存在關(guān)鍵期即4-6歲,在該年齡段內(nèi)培養(yǎng)兒童的同伴交往能力具有一定的可行性,其效果也是可見(jiàn)的。此外,不受歡迎幼兒由于同伴交往能力水平和同伴地位均較低而受到同伴的忽視甚至是排斥。為此,本研究對(duì)中班不受歡迎幼兒同伴交往能力干預(yù)是有意義的。游戲是幼兒與其他伙伴交往的橋梁與紐帶。各種交往行為的產(chǎn)生都來(lái)源于交往,正是有了交往,幼兒才能相互學(xué)習(xí)技能,享受與伙伴在一起的歡樂(lè),社會(huì)行為得以鞏固和培養(yǎng)。體育游戲要求幼兒與同伴相互配合,運(yùn)用動(dòng)作和語(yǔ)言大膽、主動(dòng)表現(xiàn)自己,才能完成游戲的任務(wù)。因此,研究者試探討體育游戲?qū)τ變和榻煌芰Φ男Ч?為一線教師具體如何開(kāi)展體育游戲來(lái)促進(jìn)兒童同伴交往能力提供可依據(jù)的資料。本次研究采用的主要方法是實(shí)驗(yàn)法,從實(shí)習(xí)所在的天津市某幼兒園選出兩個(gè)中班,將選出的兩個(gè)中班隨機(jī)分為對(duì)照班和實(shí)驗(yàn)班,對(duì)照班依照原定課程計(jì)劃組織活動(dòng)或游戲,實(shí)驗(yàn)班則采用自編的體育游戲干預(yù)。對(duì)體育游戲干預(yù)前后實(shí)驗(yàn)班和對(duì)照班中不受歡迎幼兒在本研究所選用的教師評(píng)定問(wèn)卷上所取得的分?jǐn)?shù)進(jìn)行數(shù)據(jù)分析,對(duì)比實(shí)驗(yàn)前后不受歡迎兒童在同伴交往能力四個(gè)維度上的結(jié)果差異,以及同伴地位的變化情況。實(shí)驗(yàn)結(jié)果表明:體育游戲干預(yù)能有效提高中班不受歡迎幼兒在社交主動(dòng)性、語(yǔ)言和非語(yǔ)言能力、社交障礙三個(gè)維度上的水平;體育游戲干預(yù)能有效地提高中班不受歡迎幼兒的同伴地位。
[Abstract]:The development of children's peer communication ability is an important aspect of children's social development and personality development. It occupies an important position in the whole childhood of children and plays a very important role in children's later social adaptation. The development of peer communication ability is beneficial to the acquisition and communication of knowledge, the improvement of social cognitive ability, friendship, the formation of active communication attitude and the cultivation of pro-social behavior. Some studies have pointed out that the key period of children's peer communication ability is 4-6 years old in the pre-school period. It is feasible to cultivate children's peer communication ability in this age group, and its effect is also visible. In addition, unwelcome children are ignored or even rejected by their peers because of their low level of peer communication ability and peer status. Therefore, this study is meaningful to the intervention of peer communication ability of middle class unwelcome children. Play is the bridge and link between children and other partners. All kinds of communicative behaviors come from communication. It is with communication that children can learn skills from each other, enjoy the joy of being with partners, and consolidate and cultivate social behavior. Sports games require children and peers to cooperate with each other, use action and language boldly, active performance of their own, in order to complete the task of the game. Therefore, the researchers try to explore the effect of sports games on children's peer communication ability, and provide the basis for teachers to carry out sports games to promote children's peer communication ability. The main method used in this study is the experimental method. Two middle classes are selected from a kindergarten in Tianjin, where the practice is located, and the two classes are randomly divided into two classes: the control class and the experimental class. The control class organizes activities or games according to the original curriculum plan. The experimental class adopted self-compiled sports game intervention. The scores of the unwelcome children in the experimental class and the control class before and after the sports game intervention were analyzed on the teachers' evaluation questionnaire. The differences between the four dimensions of peer communication ability and the changes of peer status were compared between the unwelcome children before and after the experiment. The results show that the intervention of sports games can effectively improve the level of social initiative, language and non-verbal ability, and social barrier in the middle class unwelcome children. Sports game intervention can effectively improve the peer status of middle class unwelcome children.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G613.7

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