幼儿游戏情境中性别差异研究
发布时间：2018-12-27 18:10
【摘要】： 儿童从一出生,就会被社会分别贴上男性或女性的标签,开始其性别角色的社会化历程。性别角色社会化是个体社会化的重要表征,学前期是幼儿形成性别认知和性别稳定性的重要阶段,早期教育对促进儿童性别角色社会化至关重要。 无论是发生在家庭、幼儿园或社会,教育者总是依据其自身对儿童的性别角色期待而采取相应的性别角色教育。不论这种性别角色期待正确与否,它都对儿童早期性别角色教育产生实质性影响。而游戏是幼儿最喜爱的活动,在游戏中幼儿完全自然地释放和表现自己,接受和内化社会规则,所以在游戏中对幼儿进行性别角色教育可以更好促进幼儿性别角色的良性发展。 本研究把研究情境选定在幼儿的区域游戏中,选取了大、中、小各一个班的幼儿作为研究对象,采用文献法、实地观察法、投射测验和深入访谈的方法,对幼儿在区域游戏中与教师、同伴和材料的互动进行分析,研究结论表明：1、在性别角色认知上,各年龄阶段和不同性别的幼儿都不存在差异,都认为女孩应该遵守传统的性别角色：2、在区域游戏中,幼儿对区域的选择存在年龄上的差异,在性别维度上也有显著差异；3、在区域活动同伴的选择上,各年龄班幼儿不存在年龄上的差异；但在玩伴选择上,幼儿存在显著的性别差异,各个阶段幼儿都偏爱选择同性的玩伴,幼儿期儿童已经在玩伴的选择上表现出明显的差异性。4、教师和同伴的性别角色印象和期待影响幼儿性别角色的形成和发展。 最后,研究者认为给幼儿创设性别公平的教育环境,必须改变社会传统的性别刻板印象,树立公平的性别观念；同时以游戏为契机,培养幼儿正确的性别角色观；最后提倡对幼儿进行双性化教育,让幼儿得到最优化发展。
[Abstract]:As soon as children are born, they are labeled male or female, and they begin to socialize their gender roles. Gender role socialization is an important representation of individual socialization and early school is an important stage for young children to form gender cognition and gender stability. Early education is very important to promote the socialization of children's gender roles. Whether it occurs in the family, kindergarten or society, educators always adopt the corresponding gender role education according to their own expectations of children's gender roles. Whether this gender role expectation is correct or not, it has a substantial impact on early childhood gender role education. And the game is the most favorite activity of the children, in the game children completely naturally release and express themselves, accept and internalize the social rules, so in the game, it can better promote the healthy development of the child's gender role. In this study, the research situation was selected in the children's regional games, and the children in each class of big, middle and small were selected as the research objects, and the methods of literature, field observation, projection test and in-depth interview were used. Based on the analysis of children's interaction with teachers, peers and materials in regional games, the conclusions are as follows: 1. There are no differences in the cognition of gender roles between children of different ages and different genders. Girls should abide by the traditional gender roles: (2) in regional games, there are age differences in children's choice of regions, and significant differences in gender dimensions; 3. There is no difference in age among children of different ages in the choice of regional activity peers; However, there is a significant gender difference in the choice of playmate. Children in all stages prefer to choose the same sex playmate, and children in early childhood have shown obvious differences in the choice of playmate. The gender role impression and expectation of teachers and peers influence the formation and development of young children's gender roles. Finally, the researcher thinks that in order to create the educational environment of gender equity for children, we must change the gender stereotype of social tradition and set up fair gender concept, at the same time, take the game as the opportunity to train the child's correct gender role view; In the end, the author advocates bisexual education for children so as to optimize their development.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.7
本文编号：2393420
[Abstract]:As soon as children are born, they are labeled male or female, and they begin to socialize their gender roles. Gender role socialization is an important representation of individual socialization and early school is an important stage for young children to form gender cognition and gender stability. Early education is very important to promote the socialization of children's gender roles. Whether it occurs in the family, kindergarten or society, educators always adopt the corresponding gender role education according to their own expectations of children's gender roles. Whether this gender role expectation is correct or not, it has a substantial impact on early childhood gender role education. And the game is the most favorite activity of the children, in the game children completely naturally release and express themselves, accept and internalize the social rules, so in the game, it can better promote the healthy development of the child's gender role. In this study, the research situation was selected in the children's regional games, and the children in each class of big, middle and small were selected as the research objects, and the methods of literature, field observation, projection test and in-depth interview were used. Based on the analysis of children's interaction with teachers, peers and materials in regional games, the conclusions are as follows: 1. There are no differences in the cognition of gender roles between children of different ages and different genders. Girls should abide by the traditional gender roles: (2) in regional games, there are age differences in children's choice of regions, and significant differences in gender dimensions; 3. There is no difference in age among children of different ages in the choice of regional activity peers; However, there is a significant gender difference in the choice of playmate. Children in all stages prefer to choose the same sex playmate, and children in early childhood have shown obvious differences in the choice of playmate. The gender role impression and expectation of teachers and peers influence the formation and development of young children's gender roles. Finally, the researcher thinks that in order to create the educational environment of gender equity for children, we must change the gender stereotype of social tradition and set up fair gender concept, at the same time, take the game as the opportunity to train the child's correct gender role view; In the end, the author advocates bisexual education for children so as to optimize their development.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.7
【引证文献】
相关硕士学位论文 前1条
1 李沛;游戏中教师对不同性别幼儿的教育行为研究[D];西南大学;2012年
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