绘本教学对中班幼儿分享行为影响的实验研究

发布时间：2018-01-09 18:20

本文关键词：绘本教学对中班幼儿分享行为影响的实验研究　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：分享行为是指个体通过与他人共同享用某种资源而使他人受益的行为,作为一种重要的亲社会行为,它是幼儿个体亲近群体,克服自我中心,以关爱同伴获取快乐的一种较高层次的行为。分享对幼儿的发展具有重要作用,《幼儿园教育指导纲要(试行)》提出,在幼儿园教育活动中,要让幼儿学会乐意与人交往、互助,合作与分享的能力,《3-6岁儿童学习与发展指南》也提出要加强师生之间、同伴之间的交往,培养幼儿对人亲近,有爱的态度。研究发现,目前幼儿园教学活动中,幼儿分享行为的培养没有一套系统的教学内容,分享行为的培养主要发生在幼儿一日活动中出现不良行为时,老师通过说教方式进行简单的教育,可能使教育流于形式,幼儿无法真正理解。研究者通过对以往文献研究发现,目前除我国台湾地区的相关研究外,大陆学者利用绘本进行幼儿社会性方面的培养的行动研究不多见。班杜拉的社会学习理论强调观察学习在引发行为中的重要性,观察学习是通过观察示范者的行为而习得行为的过程。绘本作为幼儿生活中的丰富资源,具有重要的教育价值,其生动的画面、简练的语言和生活化的内容符合幼儿的年龄特点。同时中班幼儿处在善于模仿他人的阶段,绘本里的故事情节和角色为幼儿提供了模仿学习的榜样,榜样的行为规范在不知不觉中被幼儿模仿,并应用于日常行为中,,将会为幼儿培养良好的亲社会行为打下基础。本研究以“分享行为”为主题,通过文献法、实验法和观察法来探讨绘本教学对中班幼儿的分享行为发展的影响。研究者选取石家庄市某幼儿园两个中班作为研究对象,随机分配一个为实验组,一个为对照组。首先,对两班幼儿进行差异检验,研究两班幼儿在分享行为方面发展情况是否存在差异。随后,将两个班随机分配,一个班为实验组,另一个班为对照组。之后让实验组进行为期6周,每周1个分享主题,每个分享主题2次活动,每次25分钟的绘本阅读。而对照组进行正常的教学活动。干预实验结束后,分别对实验组、对照组进行后测,以比较两组被试前测、后测中分享行为得分的变化情况。通过研究发现:(一)实验组与对照组被试分享行为发展具有同质性;(二)实验组与对照组被试分享行为发展的后测差异显著;(三)实验组被试分享行为发展的前测、后测差异显著;(四)绘本干预对实验组幼儿的分享行为具有明显的促进作用。为此,本研究建议幼儿教师要选择适合中班幼儿分享行为发展的绘本,充分发挥绘本的媒介作用,创设良好的环境,通过开展不同分享主题的教育活动及多元化的延伸活动,持续不断地促进幼儿分享行为发展。同时也要做好家庭指导,做好家园合作,指导家庭提供多元化的分享机会和生活体验,共同促进中班幼儿分享行为发展。
[Abstract]:Sharing behavior refers to the individual with others share some resources and benefit others behavior, as an important Pro social behavior, it is close to their individual groups, overcome self centeredness, to obtain happy caring companion at a higher level. Sharing plays an important role to the development of young children, kindergarten education "guidelines (Trial)" proposed in the educational activities in the kindergarten, let the children learn to interact with people, mutual aid, cooperation and the ability to share, <3-6 years old children's learning and development guidelines "is proposed to strengthen the teachers and students, communication between peers, children of the people close to, have an attitude of love. At present, the kindergarten teaching activities, teaching content to cultivate the sharing behavior of children without a set of systematic training, sharing behavior mainly appear bad behavior in children's daily activities, the teacher said A simple way to teach education, may make preschool education become a mere formality, not really understand. Researchers in the past literature, in addition to the current related research area of our country Taiwan, mainland scholars using picture books to cultivate children's social aspects of the action research does not see more. Bandura's social learning theory emphasizes the observation the importance of learning in the lead behavior, observational learning by observing the behavior and behavior demonstration acquisition process. The picture book as rich resources in preschool, has important educational value, its vivid picture, concise language and living content accord with the age characteristics of children. At the same time the infant in imitative others, the picture book story and role for children provides the imitation learning model, model of behavior in children imperceptibly by imitation, and should For daily behavior, and will be good pro social behavior to lay the foundation for children's culture. In this study, "sharing" as the theme, through the literature method, experimental method and observation method to explore the sharing behavior development of picture book instruction on infant. The researchers selected two classes in a kindergarten in Shijiazhuang City as the study the object, randomly assigned to an experimental group and a control group. First, differences in testing of two children, study the development of two children in the sharing behavior whether there are differences. Then, the two classes were randomly assigned to one class as the experimental group, another class as the control group. Let the experiment group after 6 week, 1 week per share share theme, Theme 2 times, every 25 minutes of reading picture books. While the control group was the normal teaching activities. The intervention after the end of the experiment, respectively in the experimental group, control group After the test, to compare the two groups of subjects pretest, posttest changes in behavior score sharing. Through the study found: (a) the experimental group and the control group subjects sharing behavior are the same; (two) the experimental group and the control group subjects sharing behavior after the test showed significant differences; (three) the subjects in the experimental group sharing behavior of pretest, posttest showed significant differences; (four) intervention picture sharing behavior in experimental group of children has a significant effect. Therefore, this study suggests that teachers should choose suitable for preschoolers sharing behavior development books, give full play to the role of the media picture, creating a good environment the share, the theme of educational activities and diversified extension activities, continue to promote the development of children's sharing behavior. At the same time to do the family guidance, good cooperation, guiding the family provides diversified opportunities to share life and body Experience, and jointly promote the sharing behavior of infant development.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

【参考文献】