区域活动中幼儿同伴冲突解决的指导策略研究
发布时间：2019-06-29 08:35
【摘要】：随着幼儿教育研究的日渐深入,幼儿同伴冲突从一开始被人们看做暴力行为遭到广泛的禁止,到越来越多的研究者意识到,幼儿同伴冲突作为幼儿生活中十分重要的一个部分,蕴含着难得的教育良机,幼儿同伴冲突的教育价值逐渐凸显。如果幼儿教师以及幼儿家长能够进行正确的教育引导,会在一定程度上促进幼儿社会性认知和技能的持续发展。在幼儿园教育背景下,受到幼儿身心发展水平的限制,幼儿同伴冲突的解决常伴随着教师的干预指导,教师采取何种指导策略,如何在幼儿同伴冲突发生时,有意识地进行引导,促进冲突的解决,把握其中的教育机会成为困扰一线幼儿教师的重要问题。本研究以区域活动中幼儿同伴冲突解决时教师采取的指导策略为切入点,采用定性与定量相结合的研究方法,通过对昆明市两所公立幼儿园的71位教师进行问卷调查、深入访谈以及实地的教育观察,针对幼儿同伴冲突发生时教师采取的指导解决策略进行量化统计以及案例分析,对其在幼儿同伴冲突解决的问题上所采取的指导策略进行类型总结、问题研讨及影响因素分析,发现由于教师观念、情感态度、专业化程度和幼儿个性差异、班级师幼比、幼儿学习任务等主客观多方面的因素影响,教师对幼儿同伴冲突采取的指导策略中存在冲突观片面不科学,强调制止冲突而非解决冲突;指导策略消极影响明显,缺乏对幼儿发展的理性思考;教育敏感程度不足,错过最佳的教育时机;教育方式灵活性不足,指导策略刻板单一等四个方面的问题。针对教师指导策略存在的种种问题,笔者尝试性地提出扩大教师指导策略积极影响的教育建议,主要包括树立科学的冲突观,恰当处理同伴冲突;尊重幼儿的主体性,拒绝教师权威控制;提升教育敏感性,适时介入把握教育良机;促进解决策略的多样化,引导为主多采用移情训练;促进家园合作,创新途径策略等,以期最大程度实现幼儿同伴冲突所蕴藏的教育价值,发展教师在解决幼儿同伴冲突过程中所需的专业素质,提升幼儿教师的专业化水平,为促进幼儿的心理发展和社会交往技能的增强奠定坚实的基础。
[Abstract]:With the deepening of early childhood education research, children's peer conflict has been widely prohibited from being regarded as violent behavior from the beginning, to more and more researchers realize that child peer conflict, as a very important part of children's life, contains a rare educational opportunity, and the educational value of infant peer conflict is gradually prominent. If preschool teachers and parents can carry out correct education guidance, it will promote the sustainable development of children's social cognition and skills to a certain extent. Under the background of kindergarten education, limited by the level of children's physical and mental development, the solution of children's peer conflict is often accompanied by the intervention guidance of teachers, what kind of guidance strategies teachers adopt, how to consciously guide when children's peer conflicts occur, promote the resolution of conflicts, and grasp the educational opportunities among them become an important problem that puzzles first-line kindergarten teachers. This study takes the guidance strategies adopted by teachers in regional activities as the starting point, adopts the combination of qualitative and quantitative research methods, through the questionnaire survey of 71 teachers in two public kindergartens in Kunming, in-depth interviews and field education observation, carries on the quantitative statistics and the case analysis to the guidance resolution strategies adopted by the teachers when the children's peer conflicts occur. This paper summarizes the types of guiding strategies adopted in solving children's peer conflict, discusses the problems and analyzes the influencing factors. It is found that due to the subjective and objective factors such as teachers' concept, emotional attitude, specialization degree and children's personality differences, class teacher to child ratio, children's learning task and so on, there is a one-sided and unscientific view of conflict in the guiding strategies adopted by teachers for children's peer conflict. Emphasizing the suppression of conflicts rather than the resolution of conflicts; The negative influence of guidance strategy is obvious, lack of rational thinking on early childhood development, lack of educational sensitivity, miss the best educational opportunity, lack of flexibility of educational methods, rigid guiding strategy and other four aspects of the problem. In view of the problems existing in the teacher guidance strategy, the author tries to put forward some educational suggestions to expand the positive influence of the teacher guidance strategy, including establishing a scientific view of conflict and properly dealing with peer conflict; respecting the subjectivity of young children and rejecting the control of teachers' authority; enhancing the sensitivity of education and timely intervention to grasp the opportunity of education; promoting the diversification of solving strategies and guiding the use of empathy training. Promote home cooperation, innovative ways and strategies, in order to maximize the educational value of children's peer conflict, develop the professional quality needed by teachers in the process of solving children's peer conflict, improve the professional level of kindergarten teachers, and lay a solid foundation for promoting children's psychological development and the enhancement of social communication skills.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612
本文编号：2507689
[Abstract]:With the deepening of early childhood education research, children's peer conflict has been widely prohibited from being regarded as violent behavior from the beginning, to more and more researchers realize that child peer conflict, as a very important part of children's life, contains a rare educational opportunity, and the educational value of infant peer conflict is gradually prominent. If preschool teachers and parents can carry out correct education guidance, it will promote the sustainable development of children's social cognition and skills to a certain extent. Under the background of kindergarten education, limited by the level of children's physical and mental development, the solution of children's peer conflict is often accompanied by the intervention guidance of teachers, what kind of guidance strategies teachers adopt, how to consciously guide when children's peer conflicts occur, promote the resolution of conflicts, and grasp the educational opportunities among them become an important problem that puzzles first-line kindergarten teachers. This study takes the guidance strategies adopted by teachers in regional activities as the starting point, adopts the combination of qualitative and quantitative research methods, through the questionnaire survey of 71 teachers in two public kindergartens in Kunming, in-depth interviews and field education observation, carries on the quantitative statistics and the case analysis to the guidance resolution strategies adopted by the teachers when the children's peer conflicts occur. This paper summarizes the types of guiding strategies adopted in solving children's peer conflict, discusses the problems and analyzes the influencing factors. It is found that due to the subjective and objective factors such as teachers' concept, emotional attitude, specialization degree and children's personality differences, class teacher to child ratio, children's learning task and so on, there is a one-sided and unscientific view of conflict in the guiding strategies adopted by teachers for children's peer conflict. Emphasizing the suppression of conflicts rather than the resolution of conflicts; The negative influence of guidance strategy is obvious, lack of rational thinking on early childhood development, lack of educational sensitivity, miss the best educational opportunity, lack of flexibility of educational methods, rigid guiding strategy and other four aspects of the problem. In view of the problems existing in the teacher guidance strategy, the author tries to put forward some educational suggestions to expand the positive influence of the teacher guidance strategy, including establishing a scientific view of conflict and properly dealing with peer conflict; respecting the subjectivity of young children and rejecting the control of teachers' authority; enhancing the sensitivity of education and timely intervention to grasp the opportunity of education; promoting the diversification of solving strategies and guiding the use of empathy training. Promote home cooperation, innovative ways and strategies, in order to maximize the educational value of children's peer conflict, develop the professional quality needed by teachers in the process of solving children's peer conflict, improve the professional level of kindergarten teachers, and lay a solid foundation for promoting children's psychological development and the enhancement of social communication skills.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612
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