幼儿同伴冲突解决策略研究

发布时间：2018-01-28 04:32

本文关键词： 幼儿同伴冲突解决策略　出处：《河南大学》2007年硕士论文　论文类型：学位论文

【摘要】： 幼儿在与同伴的相互作用过程中,冲突是一种很常见的、基本的生活形态,是必然要发生的、不可避免的现象。冲突如果处理不当,会影响幼儿的情绪、身心健康甚至以后的社会适应。如果冲突得以恰当处理,则有助于儿童去自我中心,逐渐获得观点采择能力,促进其社会化的进程和良好个性品质的发展。但笔者发现很多幼儿不能很好地解决同伴之间的冲突和处理与同伴之间的关系。如果一发生冲突就由教师包办解决或尽快制止,对幼儿的交往是不利的。对儿童在冲突中采取的解决策略进行研究,可以发现他们的社会化发展程度及同伴之间的关系如何。因此,对幼儿如何解决同伴之间的冲突进行研究是一个重要的问题。笔者对开封市一所幼儿园大、中、小三个班的幼儿与同伴间的冲突进行了一个月的现场观察,记录冲突行为案例80件。笔者根据原始资料提炼出幼儿解决冲突的五种起因,八种策略和四种结果。根据所做的案例分析,按冲突发生的五种起因分类,把大、中、小班幼儿采取的解决冲突的策略予以归纳和分析,最后总结出不同年龄班的幼儿在不同起因情境下冲突解决策略特征,并由此归纳影响幼儿冲突解决策略的因素。在此基础上对教师如何培养幼儿处理同伴冲突提出尝试性建议。根据所作观察和分析,幼儿冲突解决策略特征是:1、物品争执时:幼儿大部分采取直接争抢或身体攻击策略,但随年龄的增长和社会经验的增加,部分幼儿开始避免冲突升级,冲突中会包含些社会因素,控制同伴的欲望增强。2、故意挑衅时:幼儿采取的反应大多是身体攻击、言语攻击或告状等手段。3、偶然行为时:小班幼儿的策略几乎都是告状,再大些幼儿大多采用身体攻击、威胁命令或告状。4、干涉、控制他人时:幼儿大都会采取告状或身体攻击手段。5、违反纪律、规定时:小、中班幼儿一般采取言语攻击,大班幼儿稍好些,会采取说理解释等较为缓和的策略。幼儿冲突解决策略的影响因素是:1、幼儿的社会认知发展水平和社会交往经验; 2、幼儿心理理论发展水平;3、幼儿的语言运用能力;(1)幼儿语言表达能力及礼貌用语的使用(2)幼儿说话的态度及语气;4、幼儿之间的相互关系;5、幼儿的不同性格;6、空间环境的影响。
[Abstract]:In the process of interaction between children and their peers, conflict is a very common, basic life form, it is inevitable and inevitable phenomenon. If the conflict is not handled properly, it will affect the emotions of children. Physical and mental health and even later social adaptation. If the conflict is properly handled, it will help children to become self-centered and gradually acquire the ability to take opinions. The author found that many young children can not solve the conflict between their peers and deal with the relationship between their peers. If the conflict occurs, the teacher can handle the conflict. Or stop it as soon as possible. It is unfavorable to the communication of young children. The study on the strategies adopted by children in conflict can find out the degree of their socialization development and the relationship between their peers. It is an important problem to study how toddlers resolve the conflict between their peers. The author made a one-month observation on the conflict between the children and their peers in a kindergarten in Kaifeng. According to the original data, the author extracted five causes, eight strategies and four results of conflict resolution. According to the case analysis, according to the five causes of conflict classification. The conflict resolution strategies adopted by children in large, middle and small classes are summarized and analyzed. Finally, the characteristics of conflict resolution strategies of children of different ages in different cause situations are summarized. On the basis of this, some tentative suggestions on how to train children to deal with peer conflict are put forward. According to the observation and analysis, the conflict resolution strategy of young children is characterized by "1". When objects are in dispute, most children adopt direct competition or physical attack strategy, but with the increase of age and social experience. Some children began to avoid conflict escalation, conflict will include some social factors, control peer desire to increase. 2, intentional provocation: children take the response is mostly physical aggression. Speech attacks or complaints and other means. 3, accidental behavior: small children's strategies are almost a complaint, and then a little older children most of the use of physical attacks, threat orders or complaints. 4 intervention. When controlling others: most children will take a complaint or physical attack means. 5, in violation of discipline, when the provisions: small, middle class children generally take verbal attacks, the larger class children slightly better. The influencing factors of conflict resolution strategy are: 1, the level of social cognition development and the experience of social communication; 2. The development level of infant's theory of mind; 3. Children's language ability; (1) the ability of children to express their language and the use of politeness. 2) the attitude and tone of the children; (4) the relationship between children; 5. children's different characters; 6, the influence of space environment.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610

【引证文献】