中大班幼兒參與游戲的策略研究
發(fā)布時間：2019-04-12 16:34
【摘要】：本研究主要采用觀察法對幼兒園中大班幼兒參與游戲的策略進行了深入的研究。主要研究內(nèi)容包括:1.幼兒參與游戲的策略類型及其分布概況;2.對于參與不順,遭遇問題障礙的幼兒,分析其運用策略的過程;3.提煉幼兒運用策略的特征。研究發(fā)現(xiàn),幼兒參與游戲過程中使用的基本策略共有11種,分別是直接進入型、旁觀型、訴求型、討好型、鉆空型、借助型、扮演型、創(chuàng)新型、暗示型、維權(quán)型和交換型�？傮w來說,訴求型、討好型和直接進入型是幼兒使用最頻繁的三種方式,使用最少的是創(chuàng)新型、交換型和暗示型。具體來講,在年齡層方面,中班比大班使用頻繁;在游戲類別方面,操作性游戲中發(fā)生的參與策略最多,運動性游戲最少等。此外,對于參與通路受阻的幼兒,筆者借助羅比·凱斯的“執(zhí)行控制結(jié)構(gòu)”首先對其參與的障礙歸納,分別為:“被拒絕”、“被忽略”、“被設(shè)限”,接著針對不同問題情境下幼兒運用策略的過程進行分析。結(jié)果是:參與者會根據(jù)問題所包含的信息和以往貯存的知識經(jīng)驗來理解問題,進而分解問題,通過尋找問題情境和目標情境之間的差距,一步步尋找適宜的對策。如此循環(huán)往復直至被對方順利接受,實現(xiàn)自己的參與意愿。此外,對于每種具體策略的使用經(jīng)驗也進行了梳理:如鉆空一旦成功,全當對方默許,若再“糾纏”就有畫蛇添足之感;“先鉆空混進隊伍,若對方發(fā)現(xiàn),再找理由說服”思路較獨特,成功率極高等等。最后筆者對幼兒運用策略的過程性特征進行提煉,結(jié)果是:幼兒運用策略的過程具有交疊穿插性、差異性、計劃性、非反思性、慣性傾向以及迂回性的特征�；谝陨系难芯拷Y(jié)果,筆者認為幼兒雖具有解決問題的能力,但存在能力差,幼兒參與過程中的受挫心理和失敗經(jīng)驗需要教師的幫助和引導。因此,筆者通過觀察法和訪談法,總結(jié)教師的四種指導方式,即“直接型”、“忽視型”、“驗證型”和“啟發(fā)型”,指出前三種方式忽略幼兒游戲的主體性。為此從游戲引入、游戲開展過程和游戲分享三個環(huán)節(jié)入手提出對應(yīng)的解決對策;其次,筆者從幼兒角度出發(fā),針對幼兒如何選擇更有效的參與策略提出一些值得借鑒的參與經(jīng)驗。
[Abstract]:This study mainly uses observation method to study the strategies of large class children participating in play in kindergarten. The main research contents include: 1. The types and distribution of children's participation in play; 2. Analysis of the process of using strategies for young children who are not involved in problems and encounter problems; 3) Analysis of the process of their use of strategies; 3. To refine the characteristics of the strategies used by young children. It is found that there are 11 kinds of basic strategies used by children in the process of participating in the game, which are direct entry type, onlooker type, appeal type, appeasement type, hollowing type, borrowing type, acting type, innovative type, implicit type, right-safeguarding type and exchange type. In general, appeal, appeasement and direct entry are the three most frequently used ways for young children, and the least used are innovation, exchange and hint. Specifically, in the age group, the middle class is more frequently used than the large class; in the game category, the most participation strategies occur in operational games, and sports games are the least. In addition, the author uses Robbie case's "Executive Control structure" to sum up the obstacles to their participation, which are "rejected", "ignored", "set limits", respectively, for young children who have been blocked from participating in the channel, by using Robbie case's "Executive Control structure" to sum up the obstacles to their participation, respectively. Then the process of using strategies in different problem situations is analyzed. The result is that participants will understand the problem according to the information contained in the problem and the knowledge and experience stored in the past, and then decompose the problem. By looking for the gap between the problem situation and the target situation, the participants will find the appropriate countermeasures step by step. So round-the-clock until the other side of the smooth acceptance, to achieve their willingness to participate. In addition, the use of each specific strategy experience is also combed: such as once the success, all when the other side acquiesced, if the "entanglement" will have the feeling of painting; "first hole mixed into the team, if the other party found, then find a reason to convince" thinking more unique, the success rate is very high, and so on. Finally, the author abstracts the characteristics of the process of using the strategy. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. Based on the above results, the author believes that although young children have the ability to solve problems, they have poor abilities. The frustrated psychology and failure experience in the process of participation of young children need the help and guidance of teachers. Therefore, by means of observation and interview, the author summarizes four guiding ways of teachers, that is, "direct type", "neglect type", "verification type" and "start-up type", and points out that the first three ways ignore the subjectivity of children's games. Therefore, from the introduction of the game, the development process of the game and the game sharing three links to start with the corresponding solutions; Secondly, from the point of view of young children, the author puts forward some experience of how to choose more effective participation strategies.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.7
本文編號：2457184
[Abstract]:This study mainly uses observation method to study the strategies of large class children participating in play in kindergarten. The main research contents include: 1. The types and distribution of children's participation in play; 2. Analysis of the process of using strategies for young children who are not involved in problems and encounter problems; 3) Analysis of the process of their use of strategies; 3. To refine the characteristics of the strategies used by young children. It is found that there are 11 kinds of basic strategies used by children in the process of participating in the game, which are direct entry type, onlooker type, appeal type, appeasement type, hollowing type, borrowing type, acting type, innovative type, implicit type, right-safeguarding type and exchange type. In general, appeal, appeasement and direct entry are the three most frequently used ways for young children, and the least used are innovation, exchange and hint. Specifically, in the age group, the middle class is more frequently used than the large class; in the game category, the most participation strategies occur in operational games, and sports games are the least. In addition, the author uses Robbie case's "Executive Control structure" to sum up the obstacles to their participation, which are "rejected", "ignored", "set limits", respectively, for young children who have been blocked from participating in the channel, by using Robbie case's "Executive Control structure" to sum up the obstacles to their participation, respectively. Then the process of using strategies in different problem situations is analyzed. The result is that participants will understand the problem according to the information contained in the problem and the knowledge and experience stored in the past, and then decompose the problem. By looking for the gap between the problem situation and the target situation, the participants will find the appropriate countermeasures step by step. So round-the-clock until the other side of the smooth acceptance, to achieve their willingness to participate. In addition, the use of each specific strategy experience is also combed: such as once the success, all when the other side acquiesced, if the "entanglement" will have the feeling of painting; "first hole mixed into the team, if the other party found, then find a reason to convince" thinking more unique, the success rate is very high, and so on. Finally, the author abstracts the characteristics of the process of using the strategy. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. Based on the above results, the author believes that although young children have the ability to solve problems, they have poor abilities. The frustrated psychology and failure experience in the process of participation of young children need the help and guidance of teachers. Therefore, by means of observation and interview, the author summarizes four guiding ways of teachers, that is, "direct type", "neglect type", "verification type" and "start-up type", and points out that the first three ways ignore the subjectivity of children's games. Therefore, from the introduction of the game, the development process of the game and the game sharing three links to start with the corresponding solutions; Secondly, from the point of view of young children, the author puts forward some experience of how to choose more effective participation strategies.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.7
【參考文獻】
相關(guān)期刊論文 前10條
1 張玉婷;;不同家庭背景學生的高等教育經(jīng)驗——基于學生投入理論的質(zhì)性研究[J];教育學報;2016年06期
2 肖川;郝東方;;師生情感互動中的荒誕現(xiàn)象研究[J];湖南師范大學教育科學學報;2016年01期
3 陸貝旎;;哈特階梯理論觀照下的社區(qū)兒童參與探究——以寧波市海曙區(qū)華興社區(qū)“青少年協(xié)會”為例[J];浙江青年專修學院學報;2014年03期
4 燕良軾;顏志雄;鄒霞;;兒童習得性無助的成因、機制及其緩解[J];學前教育研究;2014年05期
5 李娜;任新成;;國外學生投入及相關(guān)理論綜述[J];上海教育科研;2013年12期
6 華愛華;;幼兒規(guī)則意識與規(guī)則認知[J];課程教材教學研究(幼教研究);2012年02期
7 黃勝梅;;大班幼兒同伴加入沖突解決策略的觀察研究[J];教育導刊(下半月);2011年06期
8 方建華;李艷玲;;角色游戲中教師對問題的判斷與指導[J];幼兒教育;2010年Z3期
9 武建芬;;幼兒自由游戲活動中同伴交往的特點[J];學前教育研究;2008年05期
10 鄒曉燕;李英玉;黃曉梅;;幼兒同伴關(guān)系發(fā)展特點與教育[J];幼兒教育(教育科學版);2006年Z1期
相關(guān)博士學位論文 前1條
1 張云;經(jīng)驗、民主和教育[D];復旦大學;2005年
相關(guān)碩士學位論文 前5條
1 鞠路寧;幼兒游戲中同伴沖突解決策略的研究[D];山東師范大學;2014年
2 李艷菊;幼兒同伴交往能力發(fā)展及其影響因素研究[D];華東師范大學;2008年
3 周麗華;游戲情境中幼兒同伴交往策略的初步研究[D];湖南師范大學;2007年
4 陳莉;幼兒同伴協(xié)商行為研究[D];南京師范大學;2003年
5 劉曉靜;幼兒同伴沖突行為研究[D];南京師范大學;2002年
，本文編號：2457184
本文鏈接：http://sikaile.net/jichujiaoyulunwen/2457184.html
教材專著
