發(fā)布時(shí)間：2019-06-29 08:35

【摘要】：隨著幼兒教育研究的日漸深入,幼兒同伴沖突從一開(kāi)始被人們看做暴力行為遭到廣泛的禁止,到越來(lái)越多的研究者意識(shí)到,幼兒同伴沖突作為幼兒生活中十分重要的一個(gè)部分,蘊(yùn)含著難得的教育良機(jī),幼兒同伴沖突的教育價(jià)值逐漸凸顯。如果幼兒教師以及幼兒家長(zhǎng)能夠進(jìn)行正確的教育引導(dǎo),會(huì)在一定程度上促進(jìn)幼兒社會(huì)性認(rèn)知和技能的持續(xù)發(fā)展。在幼兒園教育背景下,受到幼兒身心發(fā)展水平的限制,幼兒同伴沖突的解決常伴隨著教師的干預(yù)指導(dǎo),教師采取何種指導(dǎo)策略,如何在幼兒同伴沖突發(fā)生時(shí),有意識(shí)地進(jìn)行引導(dǎo),促進(jìn)沖突的解決,把握其中的教育機(jī)會(huì)成為困擾一線幼兒教師的重要問(wèn)題。本研究以區(qū)域活動(dòng)中幼兒同伴沖突解決時(shí)教師采取的指導(dǎo)策略為切入點(diǎn),采用定性與定量相結(jié)合的研究方法,通過(guò)對(duì)昆明市兩所公立幼兒園的71位教師進(jìn)行問(wèn)卷調(diào)查、深入訪談以及實(shí)地的教育觀察,針對(duì)幼兒同伴沖突發(fā)生時(shí)教師采取的指導(dǎo)解決策略進(jìn)行量化統(tǒng)計(jì)以及案例分析,對(duì)其在幼兒同伴沖突解決的問(wèn)題上所采取的指導(dǎo)策略進(jìn)行類(lèi)型總結(jié)、問(wèn)題研討及影響因素分析,發(fā)現(xiàn)由于教師觀念、情感態(tài)度、專(zhuān)業(yè)化程度和幼兒個(gè)性差異、班級(jí)師幼比、幼兒學(xué)習(xí)任務(wù)等主客觀多方面的因素影響,教師對(duì)幼兒同伴沖突采取的指導(dǎo)策略中存在沖突觀片面不科學(xué),強(qiáng)調(diào)制止沖突而非解決沖突;指導(dǎo)策略消極影響明顯,缺乏對(duì)幼兒發(fā)展的理性思考;教育敏感程度不足,錯(cuò)過(guò)最佳的教育時(shí)機(jī);教育方式靈活性不足,指導(dǎo)策略刻板單一等四個(gè)方面的問(wèn)題。針對(duì)教師指導(dǎo)策略存在的種種問(wèn)題,筆者嘗試性地提出擴(kuò)大教師指導(dǎo)策略積極影響的教育建議,主要包括樹(shù)立科學(xué)的沖突觀,恰當(dāng)處理同伴沖突;尊重幼兒的主體性,拒絕教師權(quán)威控制;提升教育敏感性,適時(shí)介入把握教育良機(jī);促進(jìn)解決策略的多樣化,引導(dǎo)為主多采用移情訓(xùn)練;促進(jìn)家園合作,創(chuàng)新途徑策略等,以期最大程度實(shí)現(xiàn)幼兒同伴沖突所蘊(yùn)藏的教育價(jià)值,發(fā)展教師在解決幼兒同伴沖突過(guò)程中所需的專(zhuān)業(yè)素質(zhì),提升幼兒教師的專(zhuān)業(yè)化水平,為促進(jìn)幼兒的心理發(fā)展和社會(huì)交往技能的增強(qiáng)奠定堅(jiān)實(shí)的基礎(chǔ)。
[Abstract]:With the deepening of early childhood education research, children's peer conflict has been widely prohibited from being regarded as violent behavior from the beginning, to more and more researchers realize that child peer conflict, as a very important part of children's life, contains a rare educational opportunity, and the educational value of infant peer conflict is gradually prominent. If preschool teachers and parents can carry out correct education guidance, it will promote the sustainable development of children's social cognition and skills to a certain extent. Under the background of kindergarten education, limited by the level of children's physical and mental development, the solution of children's peer conflict is often accompanied by the intervention guidance of teachers, what kind of guidance strategies teachers adopt, how to consciously guide when children's peer conflicts occur, promote the resolution of conflicts, and grasp the educational opportunities among them become an important problem that puzzles first-line kindergarten teachers. This study takes the guidance strategies adopted by teachers in regional activities as the starting point, adopts the combination of qualitative and quantitative research methods, through the questionnaire survey of 71 teachers in two public kindergartens in Kunming, in-depth interviews and field education observation, carries on the quantitative statistics and the case analysis to the guidance resolution strategies adopted by the teachers when the children's peer conflicts occur. This paper summarizes the types of guiding strategies adopted in solving children's peer conflict, discusses the problems and analyzes the influencing factors. It is found that due to the subjective and objective factors such as teachers' concept, emotional attitude, specialization degree and children's personality differences, class teacher to child ratio, children's learning task and so on, there is a one-sided and unscientific view of conflict in the guiding strategies adopted by teachers for children's peer conflict. Emphasizing the suppression of conflicts rather than the resolution of conflicts; The negative influence of guidance strategy is obvious, lack of rational thinking on early childhood development, lack of educational sensitivity, miss the best educational opportunity, lack of flexibility of educational methods, rigid guiding strategy and other four aspects of the problem. In view of the problems existing in the teacher guidance strategy, the author tries to put forward some educational suggestions to expand the positive influence of the teacher guidance strategy, including establishing a scientific view of conflict and properly dealing with peer conflict; respecting the subjectivity of young children and rejecting the control of teachers' authority; enhancing the sensitivity of education and timely intervention to grasp the opportunity of education; promoting the diversification of solving strategies and guiding the use of empathy training. Promote home cooperation, innovative ways and strategies, in order to maximize the educational value of children's peer conflict, develop the professional quality needed by teachers in the process of solving children's peer conflict, improve the professional level of kindergarten teachers, and lay a solid foundation for promoting children's psychological development and the enhancement of social communication skills.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G612

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