4-6岁城市流动与非流动幼儿自我概念发展水平的比较研究

发布时间：2018-10-24 06:28

【摘要】：随着改革开放的进一步深入和我国经济的蓬勃发展，大量农村劳动力向城市流动，并且呈现着一种新的流动方式----家庭式流动，由此也造成了流动幼儿数量的激增。而流动幼儿在城市生活、受教育的情况不仅仅是一个教育问题，更成为了一个巨大的社会问题。虽然流动幼儿这个特殊群体已经引起了诸多学者的关注，但自我概念作为幼儿个性形成、心理健康、社会性发展的重要影响因素却没有得到过多的关注，相关方面的研究非常有限。本研究在以往对自我概念研究的基础上，对城市4-6岁流动与非流动幼儿自我概念进行调查研究，，并且对两类幼儿自我概念的调查结果进行比较分析。本研究主要运用《幼儿自我概念调查量表》，选取河南省内有代表性的三所城市中的幼儿园，共342名幼儿进行测查，其中流动幼儿与非流动幼儿各171名。运用SPSS统计软件对研究数据进行整理与分析，并在此基础上结合访谈法等研究方法进行进一步的调查研究。通过4-6岁流动与非流动幼儿自我概念的研究得出以下结论：（1）4-6岁非流动幼儿自我概念总分、认知能力维度以及同伴接纳维度均存在年龄差异，并且5-6岁非流动幼儿自我概念及各维度平均得分高于4-5岁的非流动幼儿；（2）4-6岁流动幼儿认知能力维度和同伴接纳维度上存在显著年龄差异，并且5-6岁流动幼儿自我概念及各维度平均得分高于4-5岁流动幼儿；（3）不同流动时间流动幼儿自我概念及各维度上均存在显著差异，并且流动时间在三年以上的流动幼儿显著高于流动时间在一年至三年之间和一年以下的，流动时间在一年至三年之间的显著高于一年以下；（4）4-6岁流动与非流动幼儿在自我概念总分上存在显著差异，并且非流动幼儿自我概念总分的平均得分高于流动幼儿；在自我概念各个维度上，流动与非流动幼儿除身体能力维度差异不显著外，在认知能力维度、同伴接纳维度和教师接纳维度均存在显著差异，并且非流动幼儿在认知能力、同伴接纳和教师接纳维度平均得分高于流动幼儿。基于以上研究结论，为了更好的促进幼儿社会化的发展，进一步提升幼儿自我概念发展水平，笔者尝试提出以下几点教育建议：（1）政府层面：发展农村经济，为流动幼儿父母提供离家较近的工作机会；发展社区文化，促进社区内流动幼儿与非流动幼儿的融合。（2）幼儿园层面：创设让幼儿感受到接纳、关爱和支持的心理氛围；“软化”生活常规、运用积极的评价语言；创设形式多样的活动，使幼儿接纳自己。（3）家庭层面：创造良好的家庭氛围、尊重与善待幼儿；提供各种城市生活资源，促进流动幼儿的社会融合。
[Abstract]:With the further deepening of reform and opening up and the vigorous development of our economy, a large number of rural labor force flows to the city, and presents a new type of mobility-family mobility, which has resulted in a surge in the number of mobile children. In urban life, the situation of migrant children's education is not only an educational problem, but also a huge social problem. Although the special group of floating children has attracted many scholars' attention, the self-concept, as an important influence factor of children's personality formation, mental health and social development, has not received much attention. The relevant research is very limited. Based on the previous researches on self-concept, this study investigated the self-concept of floating and non-mobile children aged 4-6 years in city, and compared the results of the two kinds of self-concept. In this study, 342 children in three representative cities of Henan Province were investigated by using the Child Self-Concepts Survey scale, 171 of them were migrant and 171 non-mobile. The research data are sorted and analyzed by SPSS software, and further investigation is carried out by using interview method and other research methods. The following conclusions are drawn from the study of self-concept of floating and non-mobile children aged 4-6 years: (1) there are age differences in the total score of self-concept, cognitive ability dimension and peer acceptance dimension of non-mobile children aged 4-6 years old. The mean scores of self-concept and each dimension of non-floating children aged 5-6 years were higher than that of non-mobile children aged 4-5 years; (2) there were significant age differences in cognitive ability dimension and peer acceptance dimension of children aged 4-6 years. The mean scores of self-concept and each dimension of floating children aged 5-6 years were higher than that of children aged 4-5 years. (3) there were significant differences in self-concept and dimensions of children with different floating time. And the floating young children with the flowing time of more than three years were significantly higher than those with the flowing time of one to three years and less than one year, and the floating time between one and three years was significantly higher than that of less than one year. (4) there was significant difference in the total score of self-concept between the floating and non-mobile children aged 4-6 years, and the average score of the total self-concept score of the non-mobile children was higher than that of the floating children, and the mean score of the total self-concept score of the non-mobile children was higher than that of the floating children. There were significant differences in cognitive ability dimension, peer acceptance dimension and teacher acceptance dimension between mobile and non-mobile children except for physical ability. The average score of peer acceptance and teacher acceptance was higher than that of floating children. Based on the above conclusions, in order to better promote the development of children's socialization and further improve the level of children's self-concept development, the author tries to put forward the following education suggestions: (1) the government level: developing rural economy, Provide working opportunities for the parents of migrant children close to home; develop community culture to promote the integration of migrant and non-mobile children in the community. (2) Kindergarten level: create a way for young children to feel receptive, The psychological atmosphere of caring and supporting; "softening" the routine of life, using positive evaluation language; creating various forms of activities to make children accept themselves. (3) Family level: create a good family atmosphere, respect and treat children well; To provide all kinds of urban life resources to promote the social integration of migrant children.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1

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