家庭社经地位对5-6岁儿童社会戏剧性游戏水平的影响
发布时间：2018-10-25 07:28
【摘要】： 游戏在学前教育领域占据重要的位置。社会戏剧性游戏对儿童的认知、社会性及语言发展都提出了较高的要求,所以它通常被认为对发展是最具先进性和重要性的游戏类型之一。目前国内外对于社会戏剧性游戏的研究主题涉及儿童社会戏剧性游戏的内涵、特点,社会戏剧性游戏与儿童发展的关系等,鲜见对家庭社经地位与社会戏剧性游戏水平之间关系的研究。为弥补已有研究的不足,本研究尝试从社会学的角度出发,探讨家庭社经地位对5-6岁儿童社会戏剧性游戏水平的影响,以期有助于发挥社会戏剧性游戏对儿童,尤其是社经地位不利儿童的发展功能。通过文献研究和实证研究,研究得出以下结论:第一,不同家庭社经地位儿童的社会戏剧性游戏的角色选择与持久性水平存在显著差异;第二,不同社经地位家庭的父母游戏性、游戏条件的支持、游戏指导策略存在显著差异;第三,家庭社经地位主要通过家庭游戏环境对儿童社会戏剧性游戏水平造成影响。在研究结论的基础上,论文探讨了造成不同家庭社经地位儿童社会戏剧性游戏水平差异的原因,并就如何提高社经地位不利儿童的社会戏剧性游戏水平,对政府部门、家长、幼儿园教师提出了若干建议。
[Abstract]:The game occupies an important position in the field of preschool education. Social drama games have put forward higher demands on children's cognition, sociality and language development, so they are generally regarded as one of the most advanced and important game types. At present, the research topics of social drama games at home and abroad involve the connotation, characteristics, the relationship between social drama games and children's development, etc. There is little research on the relationship between the social economic status and the level of social drama. In order to make up for the deficiency of the previous studies, this study attempts to explore the influence of family social and economic status on the social dramatic play level of children aged 5-6 years, from the perspective of sociology, in order to contribute to the development of social drama play to children. In particular, the social and economic status of disadvantaged children's development function. Through literature research and empirical research, the following conclusions are drawn: first, there are significant differences in the role selection and persistence level of social drama among children with different family social and economic status; second, There are significant differences among parents of different social and economic status families, game conditions support, game guidance strategies; third, family social economic status mainly through the family play environment to affect children's social dramatic play level. On the basis of the conclusion of the study, the paper discusses the causes of the difference in the social dramatic play level of children with different family social and economic status, and discusses how to improve the social dramatic play level of children with social economic status disadvantage. The kindergarten teacher put forward some suggestions.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.7
本文编号：2293037
[Abstract]:The game occupies an important position in the field of preschool education. Social drama games have put forward higher demands on children's cognition, sociality and language development, so they are generally regarded as one of the most advanced and important game types. At present, the research topics of social drama games at home and abroad involve the connotation, characteristics, the relationship between social drama games and children's development, etc. There is little research on the relationship between the social economic status and the level of social drama. In order to make up for the deficiency of the previous studies, this study attempts to explore the influence of family social and economic status on the social dramatic play level of children aged 5-6 years, from the perspective of sociology, in order to contribute to the development of social drama play to children. In particular, the social and economic status of disadvantaged children's development function. Through literature research and empirical research, the following conclusions are drawn: first, there are significant differences in the role selection and persistence level of social drama among children with different family social and economic status; second, There are significant differences among parents of different social and economic status families, game conditions support, game guidance strategies; third, family social economic status mainly through the family play environment to affect children's social dramatic play level. On the basis of the conclusion of the study, the paper discusses the causes of the difference in the social dramatic play level of children with different family social and economic status, and discusses how to improve the social dramatic play level of children with social economic status disadvantage. The kindergarten teacher put forward some suggestions.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.7
【引证文献】
相关硕士学位论文 前2条
1 徐楚婷;中学生家庭社经地位与其学业成绩的相关研究[D];广州大学;2012年
2 杜金锋;广州市幼儿教师专业发展之制约因素与对策研究[D];广州大学;2012年
，本文编号：2293037
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2293037.html
