【摘要】：在社會(huì)學(xué)中,人際關(guān)系被認(rèn)為是人與人之間所形成的社會(huì)關(guān)系,是在彼此交往的過程中建立和發(fā)展起來的。教育實(shí)習(xí)是教師教育中十分重要的實(shí)踐形式,作為教育實(shí)習(xí)過程的主體,實(shí)習(xí)生與指導(dǎo)教師在互動(dòng)中形成各種各樣的人際關(guān)系。一方面,人際關(guān)系的良好與否會(huì)影響到雙方對(duì)實(shí)習(xí)的體驗(yàn),影響到教育實(shí)習(xí)能否順利完成；另一方面,基于互動(dòng)為前提的良好人際關(guān)系會(huì)促進(jìn)實(shí)習(xí)生的發(fā)展。因此,對(duì)于教育實(shí)習(xí)過程中實(shí)習(xí)生與指導(dǎo)教師人際互動(dòng)和人際關(guān)系的研究具有一定意義。首先,研究者在梳理了已有文獻(xiàn)的基礎(chǔ)上提出了研究的問題,確立了研究對(duì)象。本研究選取了H大學(xué)學(xué)前教育專業(yè)大四學(xué)生作為問卷調(diào)查的對(duì)象,并隨機(jī)抽取10名學(xué)生及其實(shí)習(xí)指導(dǎo)教師進(jìn)行深入訪談；并跟隨實(shí)習(xí)生進(jìn)入到實(shí)習(xí)班級(jí)進(jìn)行觀察,以了解畢業(yè)實(shí)習(xí)中學(xué)前本科生與指導(dǎo)教師的人際互動(dòng)現(xiàn)狀,將其分為四個(gè)類型,從背景信息、教學(xué)指導(dǎo)、日常交往及對(duì)人際關(guān)系的評(píng)價(jià)等四個(gè)方面進(jìn)行質(zhì)性描述。其次,以現(xiàn)狀研究為基礎(chǔ),結(jié)合交互作用分析和社會(huì)滲透理論對(duì)畢業(yè)實(shí)習(xí)中實(shí)習(xí)生與指導(dǎo)教師互動(dòng)過程及互動(dòng)方式進(jìn)行分析,從動(dòng)態(tài)與靜態(tài)兩方面對(duì)雙方人際互動(dòng)和人際關(guān)系進(jìn)行理論解釋與歸納。再次,結(jié)合訪談資料,以理論為基礎(chǔ),對(duì)影響實(shí)習(xí)生與指導(dǎo)教師人際互動(dòng)與人際關(guān)系的因素進(jìn)行探討。主要包括雙方心態(tài)、性格特點(diǎn)、指導(dǎo)方式、時(shí)間及其他因素(幼兒園制度、關(guān)鍵事件)等。最后,研究者從實(shí)習(xí)生與指導(dǎo)教師、學(xué)校、幼兒園三個(gè)方面提出建立良好人際關(guān)系的策略。實(shí)習(xí)生與指導(dǎo)教師在互動(dòng)中應(yīng)當(dāng)學(xué)會(huì)自我調(diào)節(jié),選擇主導(dǎo)的自我狀態(tài)；在實(shí)習(xí)中明確雙方的職責(zé),保持正確的角色定位；把握好自我表露的程度,從而發(fā)展正向人際關(guān)系。學(xué)校應(yīng)該審視社會(huì)及幼兒園對(duì)教師的需求,幼兒園也要為實(shí)習(xí)提供環(huán)境和制度保障,雙方建立合作共同體,從而有助于實(shí)習(xí)生與指導(dǎo)教師進(jìn)行良性互動(dòng),建立良好人際關(guān)系,順利完成教育實(shí)習(xí)。
[Abstract]:In sociology, interpersonal relationship is considered to be a social relationship formed between people, which is established and developed in the process of communication with each other. Educational practice is a very important practice form in teacher education. As the main body of the process of educational practice, interns and instructors form a variety of interpersonal relationships in the interaction. On the one hand, the good or not of the interpersonal relationship will affect the experience of the two sides and the successful completion of the educational practice. On the other hand, the good interpersonal relationship based on the interaction will promote the development of the interns. Therefore, the research on the intern and the interpersonal relationship of the interns and the instructors in the process of education practice is of great importance. First, on the basis of combing the existing literature, the researcher put forward the research problem and established the research object. This study selected the senior four students of H University pre school education as the object of the questionnaire survey, and randomly selected 10 students and their intern instructors for in-depth interviews, and followed the interns to the internship. In order to understand the interpersonal interaction between the undergraduate and the instructors in the graduation practice, the class is divided into four types, including the background information, the teaching guidance, the daily communication and the evaluation of the interpersonal relationship in four aspects. Secondly, it is based on the status research, combined with the interaction analysis and the social penetration theory. This paper analyzes the interaction process and interactive mode of interns and instructors in graduation practice, and explains and generalize the interpersonal interaction and interpersonal relationship from both dynamic and static two parties. Thirdly, based on the interview data, the factors that affect the interpersonal interaction and interpersonal relationship of the interns and the instructors are discussed. Mainly including the state of mind, character characteristics, guidance, time and other factors (kindergarten system, key events), etc. Finally, the researchers from interns and instructors, schools, kindergartens, three aspects of the establishment of good interpersonal relationship strategies. Interns and instructors in the interaction should learn to self-regulation, choose the dominant self I am in a state of state; make clear the responsibilities of both sides in the practice, keep the correct role orientation, grasp the degree of self disclosure and develop positive interpersonal relationship. The school should examine the needs of the teachers in the society and the kindergarten, the kindergarten should provide the environmental and institutional guarantee for the practice, and the two sides establish a cooperative community to help the interns. Good interaction with instructors, good interpersonal relationship and successful completion of teaching practice.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G652.44;G61-4

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