混龄游戏情境中幼儿社交策略的短程团体游戏训练研究
发布时间：2019-01-03 15:32
【摘要】： 社交策略是具体的交往方法的概括。儿童解决社交问题的策略是儿童社会行为和社会认知能力的一种综合反映。在幼儿教育中,社交策略训练已经成为改善儿童同伴关系、发展儿童社会适应能力的一种重要途径。 临床心理学表明,游戏疗法对解决儿童的行为、情感与认知问题具有良好效果。教育研究证明,混龄教育与活动为幼儿创设了一个“准自然”的生态环境,对发展幼儿的交往能力具有独特作用。为此,本研究尝试性的在混龄游戏情景中把短程团体游戏疗法引入到幼儿园常规游戏室中来训练幼儿的社交策略,同时,在混龄游戏情境中,比较指导性团体游戏训练与非指导性团体游戏训练在促进幼儿社交策略效果上的差异。 本研究根据指导性游戏训练模式和非指导性游戏训练模式,设计出两种不同的团体游戏训练方案,交互在角色游戏室和结构游戏室对48名随机抽取的3-5岁幼儿进行为期6周12个单元的干预训练。采取定性与定量相结合的分析方式,初步发现: (1)在混龄游戏情境中,指导性团体游戏训练可以促进幼儿积极策略的发展,降低消极策略的使用频次,非指导性团体游戏训练可以促进幼儿积极策略的发展,对消极策略和中性策略没有显著影响。 (2)在混龄游戏情境中,指导性团体游戏训练在降低幼儿使用消极策略的效果上明显好于非指导性团体游戏训练的效果。 针对本研究的问题与不足,进一步研究可以从改进社交策略的测量工具、扩大被试范围、比较不同训练方法效果的差异、比较同龄和混龄两种情境下社交策略游戏训练的效果以及对游戏疗法在常规游戏室的应用做更进一步的尝试等方面入手。
[Abstract]:Social strategy is a summary of specific communication methods. Children's strategies for solving social problems are a comprehensive reflection of children's social behavior and social cognitive ability. In early childhood education, social strategy training has become an important way to improve children's peer relationship and develop children's social adaptability. Clinical psychology shows that play therapy is effective in solving children's behavioral, emotional and cognitive problems. Educational research has proved that mixed age education and activities create a "quasi-natural" ecological environment for children, and play a unique role in the development of children's communication ability. Therefore, this study tries to introduce short-range group game therapy into the kindergarten routine game room to train children's social strategies in the mixed-age game situation, and at the same time, in the mixed-age game situation, To compare the difference between group game training and group game training in promoting children's social strategy. According to the guiding game training mode and the non-guiding game training mode, two different group game training schemes are designed in this study. A total of 48 randomly selected children aged 3-5 years were interacted with each other for 6 weeks and 12 units in the role-playing room and the structured game room. With the combination of qualitative and quantitative analysis, it is found that: (1) in the mixed-age game situation, guided group game training can promote the development of children's positive strategies and reduce the frequency of the use of negative strategies; Non-directive group game training can promote the development of children's positive strategies, but has no significant effect on negative strategies and neutral strategies. (2) in the mixed-age game situation, the effect of guiding group game training was better than that of non-directive group game training in reducing children's use of negative strategies. In view of the problems and shortcomings of this study, the further study can improve the measurement tools of social strategies, expand the range of subjects, and compare the effects of different training methods. To compare the effect of social strategy game training in the same age and mixed age situation, and to make further attempt on the application of game therapy in the routine game room.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G613
本文编号：2399572
[Abstract]:Social strategy is a summary of specific communication methods. Children's strategies for solving social problems are a comprehensive reflection of children's social behavior and social cognitive ability. In early childhood education, social strategy training has become an important way to improve children's peer relationship and develop children's social adaptability. Clinical psychology shows that play therapy is effective in solving children's behavioral, emotional and cognitive problems. Educational research has proved that mixed age education and activities create a "quasi-natural" ecological environment for children, and play a unique role in the development of children's communication ability. Therefore, this study tries to introduce short-range group game therapy into the kindergarten routine game room to train children's social strategies in the mixed-age game situation, and at the same time, in the mixed-age game situation, To compare the difference between group game training and group game training in promoting children's social strategy. According to the guiding game training mode and the non-guiding game training mode, two different group game training schemes are designed in this study. A total of 48 randomly selected children aged 3-5 years were interacted with each other for 6 weeks and 12 units in the role-playing room and the structured game room. With the combination of qualitative and quantitative analysis, it is found that: (1) in the mixed-age game situation, guided group game training can promote the development of children's positive strategies and reduce the frequency of the use of negative strategies; Non-directive group game training can promote the development of children's positive strategies, but has no significant effect on negative strategies and neutral strategies. (2) in the mixed-age game situation, the effect of guiding group game training was better than that of non-directive group game training in reducing children's use of negative strategies. In view of the problems and shortcomings of this study, the further study can improve the measurement tools of social strategies, expand the range of subjects, and compare the effects of different training methods. To compare the effect of social strategy game training in the same age and mixed age situation, and to make further attempt on the application of game therapy in the routine game room.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G613
【引证文献】
相关期刊论文 前2条
1 蔡清云;;作为“新生儿”的混龄游戏,谁来培育?[J];时代教育(教育教学);2012年03期
2 刘文;廉欢;;儿童同伴冲突解决策略发展研究的新进展[J];辽宁师范大学学报(社会科学版);2012年02期
相关硕士学位论文 前8条
1 成洁萍;混龄教育促进幼儿社会性发展研究[D];山东师范大学;2011年
2 李楠;角色游戏对大班幼儿同伴交往策略影响的实验研究[D];河南大学;2011年
3 沈吟;混龄教育过程考察[D];南京师范大学;2011年
4 李运余;4-6岁幼儿合作行为的发展研究[D];天津师范大学;2012年
5 赵亚;昆明市官渡区幼儿园开展民间游戏的个案研究[D];云南师范大学;2011年
6 廉欢;基于气质评定的幼儿同伴冲突解决策略促进研究[D];辽宁师范大学;2012年
7 张传芳;幼儿园混龄游戏教育的现状、问题及对策研究[D];山东师范大学;2013年
8 张竹香;不同干预方式对幼儿积木搭建技能应用水平的影响研究[D];西南大学;2013年
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