教师调解策略对中班幼儿同伴冲突解决能力的影响研究
发布时间：2018-09-09 13:20
【摘要】：幼儿同伴冲突解决过程的内容主要包含情绪和解决策略。情绪发展是幼儿心理健康发展的重要方面,在协调个体与他人的关系中起着重要作用。解决策略则是在对他人情绪理解和反应的基础上,通过同伴间的互动去认识自己的观点与他人观点的不同,并不断的平衡自己与他人的需求的过程中尝试得出的。幼儿冲突解决能力是幼儿社会观点采择能力和问题解决能力的综合体现,是幼儿心理健康中社会适应部分的重要内容。但学前幼儿各项能力尚未成熟,为了使幼儿心理健康地发展,所以教师作为幼儿的重要他人,在幼儿冲突解决中的调解作用显得尤为重要。实际生活中,幼儿教师调解冲突的方法通常是将同伴分开进行交流,阻断同伴间的互动,教师在判断后直接对幼儿进行命令或者进行教导,由于缺乏冲突解决的同伴互动经验,导致幼儿冲突解决能力差而依赖教师,并且冲突解决过程中幼儿双方多为消极情绪体验如:愤怒、指责和内疚,长期的消极情绪体验会使幼儿形成沉默、冷漠和不信任他人的人格特征,导致幼儿多采用回避应对冲突。该研究希望通过合理的教师调解策略增加冲突中的同伴互动经验,幼儿在互动过程中提高自身情绪表达和调节能力,对他人情感感受力以及观点和动机的理解力和问题解决能力,增加积极情绪体验,促进心理健康发展,促进幼儿亲社会行为和合作行为的发展,培养幼儿主动和自信的心理品质。选取某大学附属幼儿园中班年级三个班共90人,对其中一个班的幼儿进行高宽课程“六步法”干预,另外两个班为对比班,干预三个月,对幼儿的冲突解决策略和FIST任务进行前后测量,冲突情境设置为三种:玩具争夺、场地争夺、行为不当,FIST任务测量幼儿解决问题的灵活性,还记录冲突总次数、教师调解次数、未解决次数以及协商解决频次,并从2016年11月8日详细记录和录音幼儿冲突解决过程中的情绪和言语。研究结果表明:FIST任务的前期测量和后期测量与年龄成均呈正相关,在4-5岁阶段男孩灵活性低于女孩,前后冲突解决策略测量在年龄和性别方面并没有显著差异,前期的冲突解决策略测量中151、152和153班之间均无显著差异,而干预后的冲突解决策略测量中151与152、153之间差异性极其显著,151班幼儿选择协商解决冲突策略远远高于另外两个班,选择回避策略的幼儿大幅减少。152和153之间依旧无显著性差异。幼儿冲突解决过程的观察记录结果表明幼儿学会积极情绪表达,理解同伴情感(尤其是对负性情绪)和意图,协商解决冲突,表现出更多的分享行为、助人行为和合作行为。
[Abstract]:The content of children's peer conflict resolution mainly includes emotion and resolution strategy. Emotional development is an important aspect of the development of children's mental health and plays an important role in coordinating the relationship between individuals and others. On the basis of understanding and responding to the emotion of others, the solution strategy is to understand the differences between their own views and others' views through the interaction between their peers, and to constantly balance the needs of themselves and others in the process of trying to come to a conclusion. Children's conflict resolution ability is a comprehensive embodiment of children's social point of view and problem-solving ability. It is an important part of children's mental health social adaptation. However, preschool children's abilities are not mature. In order to develop children's mental health, teachers, as important others of children, play an important role in conflict resolution. In real life, the method of mediating conflict is usually to separate the peers and block the interaction between the peers. The teacher directly orders or teaches the children after judgment, because of the lack of the experience of peer interaction in conflict resolution. As a result of poor conflict resolution ability and dependence on teachers, and in the process of conflict resolution, both children have negative emotional experiences such as anger, blame and guilt, the long-term negative emotional experience will make the children silence. The personality characteristics of apathy and distrust lead toddlers to adopt avoidance coping conflict. This study hopes to increase peer interaction experience in conflict through reasonable teacher mediation strategies, so that children can improve their emotional expression and regulation ability in the process of interaction. Understanding and problem solving ability of other people's emotional sensitivity, viewpoint and motivation, increasing positive emotional experience, promoting the development of mental health, promoting the development of children's pro-social behavior and cooperative behavior, Cultivate children's psychological characteristics of initiative and self-confidence. A total of 90 students were selected from three classes in the middle class of a university affiliated kindergarten. The children in one of them were treated with the "six-step method" in the high and wide curriculum, and the other two classes were the contrast classes, and the intervention lasted for three months. The conflict resolution strategies and FIST tasks of young children were measured before and after the experiment. The conflict situations were divided into three categories: toy contention, field competition, improper behavior and fish task to measure the flexibility of children's problem-solving. The total number of conflicts and the times of teacher mediation were also recorded. The frequency of unresolved and negotiated resolution was recorded and recorded in detail from November 8, 2016. The results showed that there was a positive correlation between the pre-measurement and post-measurement of the task, the flexibility of boys was lower than that of girls at the age of 4-5 years, and there was no significant difference in age and gender between the measurements of conflict resolution strategies. There was no significant difference between class 151152 and class 153.The difference between class 151152 and 152153 in the measurement of conflict resolution strategy after intervention was extremely significant, and the difference between class 151152 and class 152153 was much higher than that in the other two classes. There was still no significant difference between children who chose avoidance strategies. 152 and 153. The results showed that children learn to express positive emotions, understand peer emotions (especially negative emotions) and intention, resolve conflicts through negotiation, and show more behaviors of sharing, helping and cooperation.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.12
本文编号：2232497
[Abstract]:The content of children's peer conflict resolution mainly includes emotion and resolution strategy. Emotional development is an important aspect of the development of children's mental health and plays an important role in coordinating the relationship between individuals and others. On the basis of understanding and responding to the emotion of others, the solution strategy is to understand the differences between their own views and others' views through the interaction between their peers, and to constantly balance the needs of themselves and others in the process of trying to come to a conclusion. Children's conflict resolution ability is a comprehensive embodiment of children's social point of view and problem-solving ability. It is an important part of children's mental health social adaptation. However, preschool children's abilities are not mature. In order to develop children's mental health, teachers, as important others of children, play an important role in conflict resolution. In real life, the method of mediating conflict is usually to separate the peers and block the interaction between the peers. The teacher directly orders or teaches the children after judgment, because of the lack of the experience of peer interaction in conflict resolution. As a result of poor conflict resolution ability and dependence on teachers, and in the process of conflict resolution, both children have negative emotional experiences such as anger, blame and guilt, the long-term negative emotional experience will make the children silence. The personality characteristics of apathy and distrust lead toddlers to adopt avoidance coping conflict. This study hopes to increase peer interaction experience in conflict through reasonable teacher mediation strategies, so that children can improve their emotional expression and regulation ability in the process of interaction. Understanding and problem solving ability of other people's emotional sensitivity, viewpoint and motivation, increasing positive emotional experience, promoting the development of mental health, promoting the development of children's pro-social behavior and cooperative behavior, Cultivate children's psychological characteristics of initiative and self-confidence. A total of 90 students were selected from three classes in the middle class of a university affiliated kindergarten. The children in one of them were treated with the "six-step method" in the high and wide curriculum, and the other two classes were the contrast classes, and the intervention lasted for three months. The conflict resolution strategies and FIST tasks of young children were measured before and after the experiment. The conflict situations were divided into three categories: toy contention, field competition, improper behavior and fish task to measure the flexibility of children's problem-solving. The total number of conflicts and the times of teacher mediation were also recorded. The frequency of unresolved and negotiated resolution was recorded and recorded in detail from November 8, 2016. The results showed that there was a positive correlation between the pre-measurement and post-measurement of the task, the flexibility of boys was lower than that of girls at the age of 4-5 years, and there was no significant difference in age and gender between the measurements of conflict resolution strategies. There was no significant difference between class 151152 and class 153.The difference between class 151152 and 152153 in the measurement of conflict resolution strategy after intervention was extremely significant, and the difference between class 151152 and class 152153 was much higher than that in the other two classes. There was still no significant difference between children who chose avoidance strategies. 152 and 153. The results showed that children learn to express positive emotions, understand peer emotions (especially negative emotions) and intention, resolve conflicts through negotiation, and show more behaviors of sharing, helping and cooperation.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.12
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