游戏活动中幼儿同伴合作策略研究
发布时间：2018-11-17 13:35
【摘要】： 人们在活动过程中,往往需要一定的策略支持其行为的进行,合作活动也不例外。合作活动作为幼儿最常见的活动方式之一,正是幼儿借助一定的合作策略完成合作目标的过程。然而,国内外有关幼儿合作策略的研究却相对比较贫乏,仅有的一些研究成果也多是观念上的引导和口号式的呼吁。本研究力图通过对游戏活动中幼儿同伴合作策略的系统研究,较为全面地揭示幼儿合作策略的运用状况、基本特征及相关的影响因素,从而为幼教工作者提供更有益于提高幼儿合作意识和合作能力的教育建议。 研究者以符号互动理论、社会学习理论、目标结构理论和认知发展理论为理论基础,采用观察法、自然实验法、访谈法和案例分析法,对丌封市某一幼儿园大、中、小三个年龄班幼儿的同伴合作策略状况进行了较为深入的研究,研究发现,游戏活动中幼儿同伴合作策略呈现四个方面的特征:1、由单一走向多样;2、由命令式向协商式转变;3、由无意识策略运用走向有意识策略运用;4、教师参与下与幼儿自发游戏活动中呈现不同的合作策略。经过对以上特征的因素分析,研究者得出以下结论:1、游戏类型影响合作策略的运用;2、有无教师参与,合作策略出现的频率不同;3、边缘性参与是幼儿习得合作策略的有效途径;4、幼儿合作策略的运用呈现不同的阶段特征;5、幼儿的性格和情绪影响合作策略的选择。 根据以上研究结论,研究者提出以下五项教育建议:1、不同游戏活动中,引导幼儿运用不同的合作策略完成合作的目标;2、提高幼儿的合作意识,引导幼儿学会使用适宜的合作策略;3、为幼儿提供观察与模仿的对象,指导幼儿在具体情境中学习相关的合作策略;4、掌握幼儿合作策略发展规律,重视幼儿的移情训练;5、有效利用家长资源,提高幼儿有效运用合作策略的能力。
[Abstract]:In the process of activities, people often need certain strategies to support their behavior, and cooperative activities are no exception. Cooperative activities, as one of the most common activities of children, is the process of accomplishing cooperative goals by means of certain cooperative strategies. However, the domestic and foreign studies on child cooperation strategies are relatively poor, and only some of the research results are mostly conceptual guidance and slogan appeal. This study tries to reveal the application, basic characteristics and related influencing factors of children's cooperative strategies through the systematic study of the children's peer cooperation strategies in the game activities. Therefore, it provides educational advice for preschool educators to improve children's cooperative consciousness and ability. On the basis of symbolic interaction theory, social learning theory, goal structure theory and cognitive development theory, the researcher adopts observation method, natural experiment method, interview method and case analysis method. In this paper, the author makes a deep study on the status of peer cooperation strategy of children in three age classes, and finds out that there are four characteristics of children's peer cooperation strategies in game activities: 1, from single to diverse; 2, from imperative to negotiation; 3, from unconscious strategy to conscious strategy; 4, different cooperative strategies with teachers' participation and children's spontaneous play. Through the factor analysis of the above characteristics, the researchers draw the following conclusions: 1, game types affect the use of cooperative strategies; 2, with or without the participation of teachers, the frequency of cooperative strategies is different; 3, borderline participation is an effective way for children to acquire cooperative strategies; (4) children's cooperative strategies show different stage characteristics; 5, children's personality and emotion influence the choice of cooperative strategies. According to the above conclusions, the researchers put forward the following five educational suggestions: 1. In different game activities, children should be guided to use different cooperative strategies to achieve the goal of cooperation; (2) to improve the children's cooperative consciousness, to guide the children to learn to use the appropriate cooperative strategies, 3, to provide the children with the object of observation and imitation, and to guide the children to learn the relevant cooperative strategies in the specific situation. (4) mastering the development law of children's cooperative strategy, paying attention to the training of children's empathy, and (5) effectively using parents' resources to improve the ability of children's effective use of cooperative strategies.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612
本文编号：2337975
[Abstract]:In the process of activities, people often need certain strategies to support their behavior, and cooperative activities are no exception. Cooperative activities, as one of the most common activities of children, is the process of accomplishing cooperative goals by means of certain cooperative strategies. However, the domestic and foreign studies on child cooperation strategies are relatively poor, and only some of the research results are mostly conceptual guidance and slogan appeal. This study tries to reveal the application, basic characteristics and related influencing factors of children's cooperative strategies through the systematic study of the children's peer cooperation strategies in the game activities. Therefore, it provides educational advice for preschool educators to improve children's cooperative consciousness and ability. On the basis of symbolic interaction theory, social learning theory, goal structure theory and cognitive development theory, the researcher adopts observation method, natural experiment method, interview method and case analysis method. In this paper, the author makes a deep study on the status of peer cooperation strategy of children in three age classes, and finds out that there are four characteristics of children's peer cooperation strategies in game activities: 1, from single to diverse; 2, from imperative to negotiation; 3, from unconscious strategy to conscious strategy; 4, different cooperative strategies with teachers' participation and children's spontaneous play. Through the factor analysis of the above characteristics, the researchers draw the following conclusions: 1, game types affect the use of cooperative strategies; 2, with or without the participation of teachers, the frequency of cooperative strategies is different; 3, borderline participation is an effective way for children to acquire cooperative strategies; (4) children's cooperative strategies show different stage characteristics; 5, children's personality and emotion influence the choice of cooperative strategies. According to the above conclusions, the researchers put forward the following five educational suggestions: 1. In different game activities, children should be guided to use different cooperative strategies to achieve the goal of cooperation; (2) to improve the children's cooperative consciousness, to guide the children to learn to use the appropriate cooperative strategies, 3, to provide the children with the object of observation and imitation, and to guide the children to learn the relevant cooperative strategies in the specific situation. (4) mastering the development law of children's cooperative strategy, paying attention to the training of children's empathy, and (5) effectively using parents' resources to improve the ability of children's effective use of cooperative strategies.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612
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