幼儿园大班社会退缩幼儿的同伴关系状况研究
发布时间：2019-06-21 05:40
【摘要】： 幼儿的同伴关系是幼儿园里的一对基本的人际关系。但有一部分幼儿却长时间的游离于同伴之外,他们属于社会退缩幼儿。社会退缩是指孤独的行为,泛指跨时间、情境,在陌生与熟悉社会环境下表现出的独自游戏、消磨时光的行为。它作为一种问题行为,使幼儿具有不同于普通幼儿的行为方式。社会退缩幼儿是幼儿园里被教师、同伴忽视的群体,但是他们的确存在于我国的每一所幼儿园中,甚至每一个班级里面。因此,社会退缩幼儿同伴关系状况和特点的研究亟待加强。 本文在社会退缩研究最新进展的基础上,通过问卷调查和访谈在某幼儿园中的四个大班筛选出54名社会退缩幼儿,然后又通过自然观察收集到373人次同伴互动行为事件,在与普通幼儿比较的基础上,对同伴互动的背景、主题、互动性质、互动方式和互动结果进行简单的量化处理,初步总结出社会退缩幼儿同伴互动的特征:1.同伴互动主要发生在游戏活动时间;2.退缩幼儿在同伴互动中更关注自我,观点采摘能力较差;3.退缩幼儿互动愿望强烈,但是同伴互动的成功率较低;4.退缩幼儿在互动过程中缺乏积极体验;5.退缩幼儿较少的使用言语交流,更多的是动作和综合方式表达;6.退缩幼儿同伴互动的质量较低,互动中的总体体验不佳。笔者在研究的基础上,提出了一些改善社会退缩幼儿同伴关系的建议:1.教师要主动和退缩幼儿建立温馨、和谐的师幼关系;2.创设利于同伴互动的游戏环境;3.增加退缩幼儿与同伴交往的积极体验和自我效能感;4.社会技能训练。
[Abstract]:The peer relationship of young children is a pair of basic interpersonal relationships in kindergarten. But some children are separated from their companions for a long time, they belong to the social retreat of children. Social withdrawal refers to lonely behavior, generally refers to the behavior of playing alone and killing time across time, situation, strange and familiar social environment. As a kind of problem behavior, it makes children have different behavior from ordinary children. Social withdrawal children are neglected by teachers and peers in kindergartens, but they do exist in every kindergarten in our country, or even in every class. Therefore, the research on the status and characteristics of peer relationship of children with social withdrawal needs to be strengthened. On the basis of the latest progress of social withdrawal research, 54 children with social withdrawal were screened out through questionnaires and interviews in four large classes in a kindergarten, and then 373 peer interactive behavior events were collected through natural observation. on the basis of comparing with ordinary children, the background, theme, nature, interaction mode and results of peer interaction were simply quantitatively processed. The characteristics of peer interaction in children with social withdrawal are summarized as follows: 1. Peer interaction mainly occurs at the time of game activity; 2. Flinching children pay more attention to themselves in peer interaction, and their ability to pick views is poor. 3. Flinching children have a strong desire to interact, but the success rate of peer interaction is low. Flinching children lack of positive experience in the process of interaction; 5. Flinching children use less verbal communication, more action and comprehensive expression; 6. The quality of peer interaction in withdrawal children is low, and the overall experience in interaction is not good. On the basis of the study, the author puts forward some suggestions to improve the peer relationship of children with social withdrawal: 1. Teachers should take the initiative and shrink children to establish a warm and harmonious relationship between teachers and children; 2. Create a game environment conducive to peer interaction; 3. Increase the positive experience and self-efficacy of retreating children and their peers; 4. Social skills training.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612
本文编号：2503833
[Abstract]:The peer relationship of young children is a pair of basic interpersonal relationships in kindergarten. But some children are separated from their companions for a long time, they belong to the social retreat of children. Social withdrawal refers to lonely behavior, generally refers to the behavior of playing alone and killing time across time, situation, strange and familiar social environment. As a kind of problem behavior, it makes children have different behavior from ordinary children. Social withdrawal children are neglected by teachers and peers in kindergartens, but they do exist in every kindergarten in our country, or even in every class. Therefore, the research on the status and characteristics of peer relationship of children with social withdrawal needs to be strengthened. On the basis of the latest progress of social withdrawal research, 54 children with social withdrawal were screened out through questionnaires and interviews in four large classes in a kindergarten, and then 373 peer interactive behavior events were collected through natural observation. on the basis of comparing with ordinary children, the background, theme, nature, interaction mode and results of peer interaction were simply quantitatively processed. The characteristics of peer interaction in children with social withdrawal are summarized as follows: 1. Peer interaction mainly occurs at the time of game activity; 2. Flinching children pay more attention to themselves in peer interaction, and their ability to pick views is poor. 3. Flinching children have a strong desire to interact, but the success rate of peer interaction is low. Flinching children lack of positive experience in the process of interaction; 5. Flinching children use less verbal communication, more action and comprehensive expression; 6. The quality of peer interaction in withdrawal children is low, and the overall experience in interaction is not good. On the basis of the study, the author puts forward some suggestions to improve the peer relationship of children with social withdrawal: 1. Teachers should take the initiative and shrink children to establish a warm and harmonious relationship between teachers and children; 2. Create a game environment conducive to peer interaction; 3. Increase the positive experience and self-efficacy of retreating children and their peers; 4. Social skills training.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612
【引证文献】
相关期刊论文 前1条
1 姚素慧;;对改善社会退缩幼儿行为的教育建议[J];幼儿教育;2012年15期
相关硕士学位论文 前5条
1 张丹如;4-5岁幼儿的社会退缩行为与其自我知觉及亲子依恋的关系[D];河南大学;2011年
2 李丽;5-6岁幼儿区域活动中同伴互动行为的研究[D];华中师范大学;2011年
3 戴蕃;角色游戏情境下幼儿互动水平及特点的研究[D];南京师范大学;2011年
4 黄胜梅;被拒绝幼儿同伴交往的教育干预研究[D];华中师范大学;2009年
5 张文文;社会退缩幼儿的沙盘游戏特征与干预研究[D];华东师范大学;2010年
，本文编号：2503833
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2503833.html
