4-6岁幼儿分享意识和分享行为的现状与对策研究

发布时间：2018-05-19 13:20

本文选题：分享意识 + 分享行为　；参考：《河南师范大学》2016年硕士论文

【摘要】：亲社会行为的培养历来是人们关注的焦点,分享作为亲社会行为的重要组成部分也越来越多的引起了人们的注意,进入新世纪以来,我国的研究者、管理者和一线的幼儿教师们在亲社会行为的研究方面投入了许多人力、物力和精力,取得了一些成果,但也存在着一些不足:在分享行为方面,主要集中在城市幼儿的分享行为年龄特征、性别差异、影响因素、培养策略等方面,且分享行为的现状和影响因素、培养策略大多是相分离的,相对缺乏在了解幼儿分享意识和分享行为现状的基础上,分析影响现状的因素并提出培养策略的研究。针对以上不足,在实证调查幼儿分享意识和分享行为现状的基础上提出相应的培养策略是有意义的。本研究采用文献分析法、访谈法、实验法,以河南省X市3所幼儿园的112名4-6岁的幼儿为研究对象,然后对部分幼儿、教师和家长进行访谈,探讨了目前幼儿分享意识和分享行为的现状,得出以下结论:(1)幼儿的分享意识和分享行为在年龄、是否独生子女、城乡来源方面不存在显著的差异;不同性别和家庭结构的幼儿分享意识和分享行为差异显著,即女孩较男孩更倾向于做出分享行为,非核心家庭较核心家庭的幼儿分享意识水平更高。(2)幼儿面对不同分享物时其分享意识和分享行为存在显著的差异,自带的物品分享较多,奖励的物品分享较少。(3)幼儿在分享意识程度、分享行为程度方面存在差异。分享意识的程度方面由高到低依次是均分、慷慨、自我、不会分享;分享行为的程度方面由高到低依次是被动分享、主动分享、不分享、不会分享。(4)幼儿的分享行为和分享意识相关较高,但存在着分享行为发展落后于分享意识发展的现象。通过进一步分析发现幼儿的分享意识和分享行为存在着以下问题:男孩较女孩不善于分享,核心家庭中幼儿分享意识不高,自带物品分享多于奖品分享,幼儿慷慨的分享意识和主动的分享行为较少,分享行为落后于分享意识等问题和不足。本研究认为导致上述问题出现的原因可能是:幼儿自身生理和心理发展的规律,传统文化和性别角色意识的差异,与家庭人数、教养方式、父母素养相关,分享物品的归属、性质、种类以及同伴关系的影响。在此基础上本研究提出了培养幼儿分享意识和分享行为的策略,首先提高幼儿的认知观点采择能力,采用移情训练的方法激发幼儿分享的意识,使幼儿能够深入理解分享行为,其次注意成人的榜样影响,正确发挥榜样的引导作用,引导幼儿学会分享,同时家庭和幼儿园要为幼儿提供分享的实践机会,告诉幼儿一些分享的规则,再次重视家园共育为幼儿创设良好的分享氛围,一方的努力难以取得良好的教育效果,最后对幼儿进行强化训练,把握分享教育的尺度。
[Abstract]:The cultivation of pro-social behavior has always been the focus of attention. As an important part of pro-social behavior, sharing has attracted more and more attention. Managers and front-line preschool teachers have invested a lot of manpower, material and energy in the research of pro-social behavior, and achieved some results, but there are also some shortcomings: in the aspect of sharing behavior, It mainly focuses on the age characteristics, gender differences, influencing factors and training strategies of urban children's sharing behavior, and the present situation and influencing factors of sharing behavior, most of which are separated from each other. On the basis of understanding the present situation of children's sharing consciousness and behavior, the paper analyzes the factors that affect the present situation and puts forward the research of training strategies. In view of the above deficiencies, it is meaningful to put forward corresponding training strategies on the basis of empirical investigation of children's sharing consciousness and behavior. In this study, 112 children aged 4-6 years old from 3 kindergartens in X City of Henan Province were investigated by literature analysis, interview and experiment, and then some children, teachers and parents were interviewed. This paper discusses the present situation of children's sharing consciousness and behavior, and draws the following conclusion: (1) there is no significant difference in the age, the only child and the urban and rural sources of the children's sharing consciousness and behavior; There were significant differences in sharing awareness and behavior among young children by gender and family structure, that is, girls were more likely to share behaviors than boys. The level of sharing consciousness of children in non-core families is higher than that in nuclear families. 2) there are significant differences in sharing awareness and behavior of children facing different kinds of sharing, and more items are shared with them. There were differences in the degree of sharing awareness and behavior. The degree of sharing consciousness is equal from high to low, generous, self, not sharing; the degree of sharing behavior from high to low is passive sharing, active sharing, not sharing, However, there is a phenomenon that the development of sharing behavior lags behind the development of sharing consciousness. Through further analysis, we found that there are some problems in children's sharing consciousness and behavior: boys are less good at sharing than girls, children in nuclear families are not highly aware of sharing, and children share more items than prizes. Children's generous sharing consciousness and active sharing behavior are less, and sharing behavior lags behind sharing consciousness and so on. This study suggests that the causes of the above problems may be: the rules of children's own physical and psychological development, the differences of traditional culture and gender role consciousness, related to family size, parenting style, parents' accomplishment, the attribution of shared goods, and so on. The influence of nature, type and peer relationship. On the basis of this, the paper puts forward some strategies to cultivate children's sharing consciousness and behavior. Firstly, it can improve the children's ability of choosing cognitive point of view, and use empathy training method to stimulate the children's sharing consciousness, so that the children can understand the sharing behavior deeply. Secondly, we should pay attention to the influence of adult role models, give full play to the guiding role of role models, and guide children to learn to share. At the same time, families and kindergartens should provide children with practical opportunities to share, and tell them some rules of sharing. Paying more attention to homelands co-education for children to create a good atmosphere of sharing, the efforts of one side is difficult to achieve good educational results, and finally to strengthen the training of young children, grasp the scale of sharing education.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G612

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