4-6岁维汉幼儿同伴交往的特点和影响因素研究

发布时间：2018-06-30 03:28

本文选题：维汉幼儿 + 同伴交往　；参考：《石河子大学》2017年硕士论文

【摘要】：同伴是学前幼儿除父母和教师外的重要他人之一,幼儿的同伴交往直接影响着幼儿社会性的发展,是幼儿社会性发展的评判指标。同时,同伴交往可促进幼儿社会认知能力和积极情绪情感的发展。除此之外,国内外关于同伴交往的文献资料较为丰富,关于幼儿同伴交往的问题已成为当前学前教育领域研究的重点。但是有关同伴交往跨文化研究的文献较少,尤其是关于维族幼儿和汉族幼儿之间的同伴交往研究更是少之又少。新疆大力推行学前双语教育,由此建立了许多双语幼儿园,有一部分双语幼儿园中既有少数民族幼儿,同时也有汉族幼儿,少数民族幼儿中以维族幼儿为主,因此选择研究维汉幼儿之间的同伴交往,既能更好地促进幼儿的社会性发展,丰富相关理论,同时对学前双语教育有很好的推进作用。本研究主要选择乌鲁木齐市和阿克苏市两个地方有代表性的两所双语幼儿园进行资料的收集。采用非参与式观察法收集4-6岁维汉幼儿之间的同伴交往事件,共收集到344个交往事件;采用访谈法从幼儿角度找寻影响其同伴交往的因素,同时对教师及家长进行非结构访谈,以丰富研究资料。进而对收集到的研究资料进行分析,从交往情境、交往参与者、交往主题、交往方式、交往行为性质以及交往结束方式六个方面对4-6岁维汉幼儿同伴交往现状进行呈现。在此基础上分析探究4-6岁幼儿同伴交往的静态特点、动态特点以及影响因素:本研究以族别、性别及年龄三个维度呈现4-6岁维汉幼儿同伴交往的静态特点,族别特点呈现:维族幼儿比汉族幼儿有更强的交往主动性、更喜欢打闹;性别特点呈现:男孩有更强的交往主动性、女孩有更强的自控性、男孩喜爱共同游戏而女孩更喜欢亲社会行为、男孩和女孩都喜欢与同性别交往;年龄特点呈现:大班幼儿比中班幼儿更具有结群性、更乐于语言交流、更注重学习规则、有更强的社交能力、更擅长使用语言方式。动态特点即幼儿同伴交往从开始到结束整个过程中交往参与者的具体互动情况,呈现出简单交往中浅度交往更常见、更易于发生,而深度交往对幼儿社会性发展的意义更大;复杂交往中平行交往是相对复杂程度较低的而网状交往中交往参与者之间的互动形式更为复杂。最后从幼儿的角度发现影响4-6岁幼儿同伴交往的因素有幼儿自身特点、同伴交往能力、重要他人以及交往条件四个因素。
[Abstract]:Peer is one of the important others in preschool children besides their parents and teachers. The peer interaction of children directly affects the development of children's sociality and is the judgment index of children's social development. At the same time, peer interaction can promote the development of children's social cognitive ability and positive emotion. In addition, the literature on peer interaction is abundant at home and abroad, and the issue of peer communication of young children has become the focus of research in the field of preschool education. However, there are few literatures on cross-cultural studies of peer interaction, especially among Uyghur children and Han children. Xinjiang has vigorously promoted pre-school bilingual education. As a result, many bilingual kindergartens have been established, some of which include children from ethnic minorities as well as children of Han nationality, and the majority of children of ethnic minorities are children of Uygur nationality. Therefore, the study of peer communication between Uyghur and Han children can not only promote children's social development, enrich relevant theories, but also promote preschool bilingual education. In this study, two representative bilingual kindergartens in Urumqi and Aksu were selected to collect data. Non-participative observation method was used to collect the peer interaction events between children aged 4-6 years old, and a total of 344 incidents were collected. Interviews were used to find out the factors affecting their peer interaction from the perspective of young children, and non-structural interviews were conducted with teachers and parents. To enrich the research materials. Then it analyzes the collected research data and presents the present situation of peer communication of 4-6 year old Uighur children from six aspects: the communication situation, the participants, the subject, the way of communication, the nature of the communication behavior and the way of the end of the communication. On this basis, the static characteristics, dynamic characteristics and influencing factors of children aged 4-6 years old were analyzed and explored. In this study, the static characteristics of children aged 4-6 years old Uighur children were presented in the three dimensions of race, sex and age. Ethnic characteristics: Uyghur children than Han children have a stronger initiative to communicate, more like to fight; gender characteristics show: boys have stronger initiative to communicate, girls have a stronger self-control, Boys prefer to play together, girls prefer pro-social behavior, boys and girls like to socialize with the same gender; age features show that children in large classes are more group-oriented, more willing to communicate in language, and more focused on learning rules than middle class children. Stronger social skills and better use of language. The dynamic characteristics of children's peer interaction from the beginning to the end of the whole process of the specific interaction between participants, showing that the simple communication of shallow communication is more common, more prone to occur, and the depth of communication to the social development of children is more significant; In complex communication, parallel communication is relatively less complex, and the interaction form between participants in network communication is more complex. Finally, from the infant's point of view, we find that there are four factors that affect the children's peer communication: the children's own characteristics, the ability of peer communication, the important others and the conditions of communication.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

【参考文献】