【摘要】：2012年，教育部頒布了《3-6歲兒童學(xué)習(xí)與發(fā)展指南》，在其中的社會(huì)領(lǐng)域部分，“人際交往”被視為衡量幼兒社會(huì)性發(fā)展水平的一個(gè)重要方面予以了系統(tǒng)的論述，而“能與同伴友好相處”則成為了檢驗(yàn)幼兒“人際交往”水平的一項(xiàng)重要目標(biāo)。受年齡特點(diǎn)的限制，加之現(xiàn)代社會(huì)獨(dú)生子女家庭眾多，幼兒凡事常常以“自我為中心”，很少站在他人的立場(chǎng)上考慮問題，所以幼兒園每天都在上演各種各樣的同伴沖突。沖突有助于幼兒習(xí)得一定的社交技能，但是過多的沖突則不僅會(huì)影響到幼兒園正常活動(dòng)的開展，還會(huì)影響到幼兒與同伴友好關(guān)系的形成，，對(duì)幼兒社會(huì)性發(fā)展產(chǎn)生不利影響。 區(qū)域活動(dòng)為幼兒的自由交往創(chuàng)造了條件，也就大大增加了幼兒之間發(fā)生沖突的可能性。當(dāng)區(qū)域活動(dòng)中有過多的沖突發(fā)生或者沖突得不到很好的解決時(shí)，不僅幼兒的情緒以及參與活動(dòng)的積極性會(huì)受到影響，區(qū)域活動(dòng)的順利進(jìn)行也會(huì)受到干擾。幼兒在區(qū)域活動(dòng)中會(huì)發(fā)生哪些沖突？幼兒會(huì)怎么解決這些沖突？沖突的發(fā)生會(huì)受到哪些因素的影響？帶著這些問題，研究者選取了較容易發(fā)生沖突的中班年齡段，對(duì)區(qū)域活動(dòng)中的幼兒同伴沖突現(xiàn)象進(jìn)行了研究，并提出了一些建議。 本研究的內(nèi)容包括四個(gè)部分： 第一部分：?jiǎn)栴}提出。闡明了本研究的選題緣由和研究意義，梳理并分析了區(qū)域活動(dòng)以及幼兒同伴沖突的相關(guān)文獻(xiàn)，對(duì)研究方法予以了介紹。 第二部分：中班區(qū)域活動(dòng)中幼兒同伴沖突的現(xiàn)狀與分析。從沖突發(fā)生的時(shí)間段、沖突發(fā)生的區(qū)域、沖突當(dāng)事幼兒性別三個(gè)方面呈現(xiàn)了中班區(qū)域活動(dòng)中幼兒同伴沖突的總體情況。從沖突的起因、幼兒解決沖突的策略以及沖突的結(jié)果三個(gè)方面闡釋了中班區(qū)域活動(dòng)中幼兒同伴沖突的基本情況。 第三部分：中班區(qū)域活動(dòng)中幼兒同伴沖突的特點(diǎn)�；诂F(xiàn)狀的研究結(jié)果總結(jié)出了五個(gè)顯著特點(diǎn)。 第四部分：中班區(qū)域活動(dòng)中幼兒同伴沖突的影響因素。從活動(dòng)區(qū)、幼兒、教師、家庭以及社會(huì)五個(gè)方面對(duì)相關(guān)影響因素進(jìn)行了歸納和分析。 第五部分：教育建議及研究反思。研究者基于之前的分析，提出了若干點(diǎn)教育建議，并從研究方法、研究過程以及研究結(jié)果三個(gè)角度反思了本研究存在的不足。
[Abstract]:In 2012, the Ministry of Education issued the "Learning and Development Guide for Children aged 3-6", in which "interpersonal interaction" is systematically discussed as an important aspect of measuring the social development level of young children. And being able to get along with peers has become an important goal to test the level of children's interpersonal communication. Limited by the characteristics of age, coupled with the large number of one-child families in modern society, children often take "self-centered" in everything, and rarely consider problems from the standpoint of others, so kindergarten plays on a variety of peer conflicts every day. Conflict can help children to acquire certain social skills, but too much conflict will not only affect the normal activities of kindergarten, but also affect the formation of friendly relationship between children and peers, and have a negative impact on children's social development. Regional activities create conditions for children's free communication, which greatly increases the possibility of conflicts between children. When there are too many conflicts in regional activities or conflicts can not be resolved well, not only the emotions of children and the enthusiasm to participate in the activities will be affected, but also the smooth progress of regional activities will be interfered. What conflicts do young children have in regional activities? How do young children resolve these conflicts? What factors will affect the occurrence of conflict? With these problems, the researcher selected the middle class age group which is prone to conflict, studied the phenomenon of peer conflict in regional activities, and put forward some suggestions. The content of this study includes four parts: the first part: question put forward. This paper clarifies the reason and significance of this research, combs and analyzes the relevant literature of regional activities and children's peer conflict, and introduces the research methods. The second part: the current situation and analysis of children's peer conflict in regional activities. From the time of conflict, the region of conflict, the gender of the children involved in the conflict, the overall situation of peer conflict in the regional activities of the middle class was presented. This paper explains the basic situation of children's peer conflict in regional activities from three aspects: the cause of conflict, the strategy of conflict resolution and the result of conflict. The third part: the characteristics of children's peer conflict in regional activities. The research results based on the present situation summarize five remarkable characteristics. The fourth part: the influencing factors of children's peer conflict in regional activities. The related factors are summarized and analyzed from five aspects: activity area, child care, teacher, family and society. The fifth part: educational suggestion and research introspection. Based on the previous analysis, the researcher puts forward some educational suggestions, and reflects on the shortcomings of this study from three angles: the research method, the research process and the research results.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G612

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