本文選題：留守幼兒 + 家庭教養(yǎng)方式��； 參考：《西華師范大學》2017年碩士論文

【摘要】：目前,留守幼兒的心理問題已經成為研究者關注的重點問題,以往研究中也存在關于留守幼兒心理問題的探討,但關注更多的是留守幼兒的性格問題和不良行為。本研究將留守幼兒的情緒理解能力、攻擊行為和家庭教養(yǎng)方式三者進行相關研究,從教育學和心理學的視角探尋留守幼兒問題行為產生的原因。本研究在已有研究基礎上,綜合采用實驗法、觀察法、問卷調查法等多種研究方法調查四川省南充市文峰鎮(zhèn)某幼兒園的留守幼兒。其中對留守幼兒情緒理解能力采用實驗法和訪談法,攻擊行為采用觀察法,家庭教養(yǎng)方式的調查采用問卷調查法。結果表明,關愛性和權威性較好的民主權威型和絕對權威型教養(yǎng)方式是對留守幼兒最有利的教養(yǎng)方式,這兩種教養(yǎng)方式下的幼兒攻擊行為特別是敵意攻擊發(fā)生的次數較少,情緒理解能力中非負性情緒的理解能力較高。相反,驕縱溺愛型和忽視冷漠型教養(yǎng)方式下的幼兒,敵意攻擊發(fā)生的次數較多,對非負性情緒的理解能力較弱。通過進一步回歸分析得出,性別對攻擊總數具有負向預測作用,非負性情緒中的高興對敵意攻擊具有負向預測作用,家庭教養(yǎng)方式中的忽視冷漠得分對攻擊總數和敵意攻擊具有正向預測作用。鑒于上述發(fā)現,筆者提出了相應的教育建議:第一,監(jiān)護人應選擇適合留守幼兒的教養(yǎng)方式;第二,幼兒教師應加強對留守幼兒心理行為問題的干預;第三,幼兒園應起到溝通橋梁的作用;第四,媒體和社會大眾應加大對留守幼兒的關注。
[Abstract]:At present, the psychological problems of children left behind have become the focus of attention of researchers. In previous studies, there is also a discussion on psychological problems of children left behind, but more attention is paid to the personality problems and bad behavior of children left behind. In this study, the emotional understanding ability, aggressive behavior and family rearing style of left-behind children were studied, and the causes of left-behind children's problem behavior were explored from the perspective of pedagogy and psychology. On the basis of existing research, this study comprehensively adopts experimental method, observation method, questionnaire method and other research methods to investigate children left behind in a kindergarten in Wenfeng Town, Nanchong City, Sichuan Province. Among them, the emotional understanding ability of children left behind was investigated by means of experiment and interview, by observation of aggressive behavior, and by questionnaire in the investigation of family rearing style. The results showed that the care and authority of democratic authority and absolute authority were the most favorable rearing methods for children left behind, and the number of children's aggressive behaviors, especially hostile attacks, under these two types of upbringing was less. The ability of understanding emotion is higher than that of non-negative emotion. On the other hand, the infantile children who were coddled or neglected had more times of hostile attack and weak understanding of non-negative emotion. By further regression analysis, it is concluded that gender has a negative predictive effect on the total number of attacks, and happiness in non-negative emotions has a negative predictive effect on hostile attacks. Neglect apathy scores in family rearing style had a positive predictive effect on the total number of attacks and hostile attacks. In view of the above findings, the author puts forward the corresponding educational suggestions: first, the guardian should choose the appropriate rearing style for the left-behind children; second, the preschool teachers should strengthen the intervention to the psychological behavior problems of the children left behind; third, Kindergarten should act as a bridge of communication; fourth, the media and the public should pay more attention to children left behind.
【學位授予單位】：西華師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G78;B844.12

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本文編號：1955357