小班幼儿班级生活适应的个案叙事研究

发布时间：2018-04-15 09:10

本文选题：小班幼儿 + 生活适应　；参考：《湖南师范大学》2013年硕士论文

【摘要】：当前对小班幼儿入园适应的研究,主要集中在初入园幼儿的情绪反应和行为表现上,对幼儿后续的生活状态跟踪研究少。本文以一名小班幼儿在班级一年的适应过程为线索展开研究,旨在帮助人们更清楚地认识幼儿小班一年的生活适应过程,以使家长、教师更有效地促进幼儿适应能力的发展。小班幼儿班级适应的主题主要包括自理能力、规则适应能力、与人交往能力等方面。研究者以一所市级示范幼儿园一位小班幼儿周周为研究对象,从孩子9月份入园至次年7月,进行每周三个工作日、持续两个学期的观察、研究。研究者力图揭示个案幼儿在班级环境特别是在教师的影响下,从一个家庭人成长为具有一定思维模式和行为方式的班级人的过程。采用质的研究方法,以研究者本人为研究工具,深入幼儿的真实生活场景,观察幼儿与教师、同伴的互动方式和互动过程。并根据研究需要对教师、家长进行问卷和访谈,搜集了大量的图像、文字和实物资料。个案幼儿周周的适应过程主要分为三个阶段,第一阶段,初入园时期。周周没有班级角色人的经验,面对陌生的教师、同伴及规范,内心感受到深切的恐惧和焦虑；在与教师控制下的班级限制与规范的碰撞中,他对班级环境的运行规则产生了一系列的困惑。第二阶段,周周开始放下心理戒备,抱着一种开放的心态参与班级生活,与同伴接触、交流,不断接受班级的规范性影响。第三阶段,完成班级人的角色塑造过程,对班级规范有了一定的理解,并以此指导自己的行动,进入二次适应阶段。以上三个阶段的划分界限不是绝对分明的,因为幼儿的发展具有内隐性、复杂性、神秘性等特点,他自身无法用言语“言说”自己的生活,研究者也无法与之展开系统的对话沟通,所以,研究者只能从他与外界环境的互动交往中,对他的生活适应历程进行梳理、提升。影响幼儿班级适应及行为表现的因素包括幼儿自身因素、家庭环境与教师影响。其中,教师起着主要的影响作用。教师的教育观念、班级管理方式特别是常规贯彻方式,对幼儿的适应过程产生重要的甚至决定性的影响。
[Abstract]:At present, the study of small class children's school entrance adaptation mainly focuses on the emotional reaction and behavior performance of the young children, and the follow-up study on the children's life status is less.The purpose of this paper is to help people understand the life adaptation process of a small class more clearly, so that parents and teachers can promote the development of children's adaptive ability more effectively.The theme of small-class children's class adaptation mainly includes self-care ability, rule-adapting ability, communication ability and so on.From September to July of the following year, a small class child in a municipal model kindergarten was observed for two semesters, three working days a week, from September to July of the following year.The researcher tries to reveal the process of individual children growing from a family to a class person with a certain mode of thinking and behavior under the influence of the classroom environment, especially the teacher.Using the qualitative research method, the researcher himself is used as the research tool to study the children's real life scene and observe the interaction mode and the interactive process between the children and the teachers and their peers.According to the needs of the research, teachers and parents were investigated and interviewed, and a large number of images, words and materials were collected.The adaptation process of Zhou Zhou is divided into three stages, the first stage is the initial stage.Zhou Zhou had no experience of class players, faced with strange teachers, peers and norms, and felt deep fear and anxiety in his heart; in the collision with the class restrictions and norms under the teacher's control,He produced a series of puzzles about the rules of class environment.In the second stage, Zhou Zhou began to put down his psychological vigilance, take part in class life with an open mind, contact with his peers, communicate and accept the class's normative influence.In the third stage, the role shaping process of the class person is completed, and the class norm is understood to a certain extent, which guides his own action and enters the second adaptation stage.The demarcation of the above three stages is not absolutely clear, because the development of a child has the characteristics of recessive, complexity, mystery, and so on. He cannot use his own words to "say" his own life.Therefore, the researcher can only comb and improve his life adaptation course from the interaction between him and the outside environment.The factors affecting children's class adaptation and behavior include children's own factors, family environment and teachers' influence.Among them, the teacher plays the main influence function.Teachers' concept of education, class management, especially routine implementation, have an important or even decisive impact on the process of children's adaptation.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G610

【参考文献】