【摘要】：幼兒教師差別行為,又稱(chēng)幼兒教師差別對(duì)待,是指幼兒教師在與幼兒的互動(dòng)中表現(xiàn)出對(duì)不同幼兒在情感與行為反應(yīng)上的分化。它是幼兒教師對(duì)幼兒已有背景有所了解,形成一定看法和期望后,而針對(duì)不同幼兒所做出的差別對(duì)待。 本研究采用觀察法,聚焦于幼兒教師對(duì)兒童的差別對(duì)待行為進(jìn)行觀察與分析。在觀察中發(fā)現(xiàn)：1、幼兒教師的差別對(duì)待行為中有許多明顯不合理的差別對(duì)待行為；2、這些明顯不合理的差別對(duì)待行為主要可以分為指導(dǎo)與支持性的差別對(duì)待行為,和情感態(tài)度上的差別對(duì)待行為。 研究選擇觀察記錄中最常見(jiàn)且明顯的一個(gè)情境,根據(jù)此情境編寫(xiě)了一則短故事,根據(jù)故事內(nèi)容及相應(yīng)問(wèn)題對(duì)兒童進(jìn)行訪談,以此來(lái)了解兒童對(duì)教師差別對(duì)待行為的理解和感受以及差別對(duì)待行為對(duì)兒童的影響。訪談結(jié)果顯示：1、兒童能清楚感知到教師的差別對(duì)待行為；2、教師差別對(duì)待影響兒童自我意識(shí)的形成,對(duì)兒童的自信、兒童對(duì)于教師差別對(duì)待的歸因等各方面也都形成了顯著的影響。 通過(guò)對(duì)研究結(jié)果的分析與討論,分別從教師以及教師之外兩方面提出了建議。單純從教師自身的角度提出對(duì)策與建議是不夠的,必須從兒童家長(zhǎng)、幼兒園管理層面,還有社會(huì)文化的各層面同時(shí)做出相應(yīng)的努力。然而就具體到教師而言,研究從教師對(duì)自身差別對(duì)待行為的意識(shí)、與兒童互動(dòng)時(shí)的策略以及教師對(duì)于公平價(jià)值的傳遞等方面提出了相應(yīng)的建議。
[Abstract]:The differential behavior of preschool teachers, also known as the differential treatment of preschool teachers, refers to the differentiation of emotional and behavioral responses of different children in the interaction between preschool teachers and children. It is a kind of different treatment for different children after teachers understand the background of children and form certain views and expectations. The present study focuses on the observation and analysis of children's differential treatment by preschool teachers. In the observation, we find that there are many obviously unreasonable differential treatment behaviors in the differential treatment behavior of preschool teachers. These obviously unreasonable differential treatment behaviors can be divided into guiding and supportive differential treatment behaviors. And the difference in attitude toward behavior. The study selected one of the most common and obvious situations in the observational records, according to which a short story was written to interview children according to the content of the story and the corresponding questions. In order to understand children's understanding and feelings of teachers' differential treatment behavior and the impact of differential treatment behavior on children. The results of the interview show that children can clearly perceive teachers' differential treatment behavior, and that teachers' differential treatment affects the formation of children's self-awareness and confidence in children. Children also have a significant impact on teachers' differential attribution and other aspects. Through the analysis and discussion of the research results, some suggestions are put forward from two aspects: teachers and teachers. It is not enough to put forward the countermeasures and suggestions from the teachers' own angle. It is necessary to make corresponding efforts at the same time from the children's parents, the kindergarten management level, as well as the social culture level. However, as far as teachers are concerned, some suggestions are put forward from the following aspects: teachers' awareness of their own differential treatment behavior, strategies for interacting with children and teachers' transmission of fair values.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G615

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