广西民族地区学前边缘儿童教育干预的个案研究

发布时间：2018-06-04 14:38

本文选题：民族地区 + 边缘儿童　；参考：《广西民族大学》2017年硕士论文

【摘要】：边缘儿童是正常学前教育机构中,在情感和社会性等方面处境不良的、在一定程度上有别于普通儿童群体、有特殊需要的个别儿童,“边缘”表示他们在群体中所处的外延地位以及介于多种问题的边界性特点,他们表现出不同程度的情绪焦虑、行为偏差、交往不畅、游离群体等特征。从外表上看他们和其他儿童没有什么区别,但其言行举止却与其他儿童有着一定的差距。由于对造成边缘儿童的原因不甚了解,幼儿园教师、家长很难对他们实施有效的教育和干预。边缘儿童享受不到应有的受教育权利,主动或被动的游离在群体边缘,不仅影响到他们自身的发展,也给教师、同伴与家庭带来了消极影响。广西民族地区学前教育受历史传统、民俗文化、地理环境、家庭教养观念的影响,基础薄弱,起点低且发展困难重重,学前机构布局不完善,办学条件相对较差,教育质量普遍较低,总体来说其发展在整个民族教育领域中处于弱势地位,考虑到学前边缘儿童又是学前教育中的弱势群体,由此推演不难得出,广西学前边缘儿童处在民族教育发展中“弱势的弱势”地位,其生存状态更加令人堪忧。本研究利用田野调查、行动研究的方法,深入到大化瑶族自治县A乡镇幼儿园了解学前边缘儿童的处境,目的在于研究该地区学前教育机构中边缘儿童的问题表征,通过对这些问题进行归因分析,找出阻碍该地区学前边缘儿童回归群体的关键性因素,通过对五名边缘儿童进行干预,结果发现:(一)民族地区幼儿园边缘儿童的生存境遇比汉族地区边缘儿童差,在干预方面,能为儿童提供的干预举措,如游戏干预、团体干预、沙盘干预、家庭干预等大多因缺乏人力与物力的支持而不能展开,因而在一日生活与教育活动中老师利用各种契机对儿童进行干预就成为了最重要且有效的干预举措。(二)在对民族地区学前边缘儿童进行干预的过程中,囿于家长教养态度与民族教养传统的影响,修复或改善边缘儿童周围失衡的生态环境系统较为困难,需要耗费大量的人力、物力,并且要占用大量的时间,因此,探究简洁、有效且规模较小的干预模式更有益于推进民族地区学前边缘儿童的复归群体的进程。(三)在边缘儿童的教育干预研究中,既考虑到边缘儿童发展的正向自觉性,又关注群体态度的转变对儿童的影响,是保证干预有效和长效的重要原则。
[Abstract]:Children at risk are individual children with special needs who are in poor emotional and social situations in normal pre-school education institutions and are to a certain extent different from ordinary groups of children. The "edge" indicates their extension position in the group and the boundary characteristics between various problems. They show different degree of emotional anxiety, behavior deviation, poor communication, free group and so on. Outwardly they are no different from other children, but their behavior is somewhat different from that of other children. It is difficult for kindergarten teachers and parents to carry out effective education and intervention for marginalized children. Marginal children can not enjoy the right to education, active or passive free on the edge of the group, not only affect their own development, but also to teachers, peers and families have a negative impact. Preschool education in Guangxi ethnic areas is influenced by the historical tradition, folk culture, geographical environment, family education concept, the foundation is weak, the starting point is low and the development is very difficult, the distribution of preschool institutions is not perfect, and the conditions for running schools are relatively poor. The quality of education is generally low, and its development is generally in a weak position in the field of national education. Considering that pre-school marginal children are also a vulnerable group in preschool education, it is not difficult to extrapolate from this. Guangxi's preschool marginal children are in a weak position in the development of national education, and their living conditions are even more worrying. By using the methods of field investigation and action research, this study goes deep into the kindergarten of A Township of Dahua Yao Autonomous County to understand the situation of preschool marginal children, the purpose of which is to study the problem representation of marginal children in preschool education institutions in this area. Through the attribution analysis of these problems, the key factors preventing the return of preschool marginal children in the region were identified, and the intervention was carried out on five marginal children. The results showed that the living conditions of children on the edge of kindergartens in ethnic minority areas were worse than those in Han nationality areas. In terms of intervention, they could provide intervention measures for children, such as game intervention, group intervention, and sand table intervention. Family intervention is often unable to be carried out because of the lack of manpower and material support. Therefore, in the daily life and education activities, teachers take advantage of all kinds of opportunities to intervene children and become the most important and effective intervention measures. (2) in the process of intervention on preschool marginal children in ethnic minority areas, it is difficult to repair or improve the unbalanced ecological environment of marginal children because of the influence of parental rearing attitude and national upbringing tradition. It takes a lot of manpower, material resources and a lot of time to explore a simple, effective and small intervention model, which is more beneficial to the process of children returning to the minority areas. (3) in the study of educational intervention of marginal children, it is an important principle to ensure the effectiveness and long-term effect of intervention, not only considering the positive consciousness of the development of marginal children, but also paying attention to the influence of the change of group attitude on children.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G619.2

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