教師調(diào)解策略對中班幼兒同伴沖突解決能力的影響研究
發(fā)布時間：2018-09-09 13:20
【摘要】：幼兒同伴沖突解決過程的內(nèi)容主要包含情緒和解決策略。情緒發(fā)展是幼兒心理健康發(fā)展的重要方面,在協(xié)調(diào)個體與他人的關(guān)系中起著重要作用。解決策略則是在對他人情緒理解和反應(yīng)的基礎(chǔ)上,通過同伴間的互動去認(rèn)識自己的觀點(diǎn)與他人觀點(diǎn)的不同,并不斷的平衡自己與他人的需求的過程中嘗試得出的。幼兒沖突解決能力是幼兒社會觀點(diǎn)采擇能力和問題解決能力的綜合體現(xiàn),是幼兒心理健康中社會適應(yīng)部分的重要內(nèi)容。但學(xué)前幼兒各項(xiàng)能力尚未成熟,為了使幼兒心理健康地發(fā)展,所以教師作為幼兒的重要他人,在幼兒沖突解決中的調(diào)解作用顯得尤為重要。實(shí)際生活中,幼兒教師調(diào)解沖突的方法通常是將同伴分開進(jìn)行交流,阻斷同伴間的互動,教師在判斷后直接對幼兒進(jìn)行命令或者進(jìn)行教導(dǎo),由于缺乏沖突解決的同伴互動經(jīng)驗(yàn),導(dǎo)致幼兒沖突解決能力差而依賴教師,并且沖突解決過程中幼兒雙方多為消極情緒體驗(yàn)如:憤怒、指責(zé)和內(nèi)疚,長期的消極情緒體驗(yàn)會使幼兒形成沉默、冷漠和不信任他人的人格特征,導(dǎo)致幼兒多采用回避應(yīng)對沖突。該研究希望通過合理的教師調(diào)解策略增加沖突中的同伴互動經(jīng)驗(yàn),幼兒在互動過程中提高自身情緒表達(dá)和調(diào)節(jié)能力,對他人情感感受力以及觀點(diǎn)和動機(jī)的理解力和問題解決能力,增加積極情緒體驗(yàn),促進(jìn)心理健康發(fā)展,促進(jìn)幼兒親社會行為和合作行為的發(fā)展,培養(yǎng)幼兒主動和自信的心理品質(zhì)。選取某大學(xué)附屬幼兒園中班年級三個班共90人,對其中一個班的幼兒進(jìn)行高寬課程“六步法”干預(yù),另外兩個班為對比班,干預(yù)三個月,對幼兒的沖突解決策略和FIST任務(wù)進(jìn)行前后測量,沖突情境設(shè)置為三種:玩具爭奪、場地爭奪、行為不當(dāng),FIST任務(wù)測量幼兒解決問題的靈活性,還記錄沖突總次數(shù)、教師調(diào)解次數(shù)、未解決次數(shù)以及協(xié)商解決頻次,并從2016年11月8日詳細(xì)記錄和錄音幼兒沖突解決過程中的情緒和言語。研究結(jié)果表明:FIST任務(wù)的前期測量和后期測量與年齡成均呈正相關(guān),在4-5歲階段男孩靈活性低于女孩,前后沖突解決策略測量在年齡和性別方面并沒有顯著差異,前期的沖突解決策略測量中151、152和153班之間均無顯著差異,而干預(yù)后的沖突解決策略測量中151與152、153之間差異性極其顯著,151班幼兒選擇協(xié)商解決沖突策略遠(yuǎn)遠(yuǎn)高于另外兩個班,選擇回避策略的幼兒大幅減少。152和153之間依舊無顯著性差異。幼兒沖突解決過程的觀察記錄結(jié)果表明幼兒學(xué)會積極情緒表達(dá),理解同伴情感(尤其是對負(fù)性情緒)和意圖,協(xié)商解決沖突,表現(xiàn)出更多的分享行為、助人行為和合作行為。
[Abstract]:The content of children's peer conflict resolution mainly includes emotion and resolution strategy. Emotional development is an important aspect of the development of children's mental health and plays an important role in coordinating the relationship between individuals and others. On the basis of understanding and responding to the emotion of others, the solution strategy is to understand the differences between their own views and others' views through the interaction between their peers, and to constantly balance the needs of themselves and others in the process of trying to come to a conclusion. Children's conflict resolution ability is a comprehensive embodiment of children's social point of view and problem-solving ability. It is an important part of children's mental health social adaptation. However, preschool children's abilities are not mature. In order to develop children's mental health, teachers, as important others of children, play an important role in conflict resolution. In real life, the method of mediating conflict is usually to separate the peers and block the interaction between the peers. The teacher directly orders or teaches the children after judgment, because of the lack of the experience of peer interaction in conflict resolution. As a result of poor conflict resolution ability and dependence on teachers, and in the process of conflict resolution, both children have negative emotional experiences such as anger, blame and guilt, the long-term negative emotional experience will make the children silence. The personality characteristics of apathy and distrust lead toddlers to adopt avoidance coping conflict. This study hopes to increase peer interaction experience in conflict through reasonable teacher mediation strategies, so that children can improve their emotional expression and regulation ability in the process of interaction. Understanding and problem solving ability of other people's emotional sensitivity, viewpoint and motivation, increasing positive emotional experience, promoting the development of mental health, promoting the development of children's pro-social behavior and cooperative behavior, Cultivate children's psychological characteristics of initiative and self-confidence. A total of 90 students were selected from three classes in the middle class of a university affiliated kindergarten. The children in one of them were treated with the "six-step method" in the high and wide curriculum, and the other two classes were the contrast classes, and the intervention lasted for three months. The conflict resolution strategies and FIST tasks of young children were measured before and after the experiment. The conflict situations were divided into three categories: toy contention, field competition, improper behavior and fish task to measure the flexibility of children's problem-solving. The total number of conflicts and the times of teacher mediation were also recorded. The frequency of unresolved and negotiated resolution was recorded and recorded in detail from November 8, 2016. The results showed that there was a positive correlation between the pre-measurement and post-measurement of the task, the flexibility of boys was lower than that of girls at the age of 4-5 years, and there was no significant difference in age and gender between the measurements of conflict resolution strategies. There was no significant difference between class 151152 and class 153.The difference between class 151152 and 152153 in the measurement of conflict resolution strategy after intervention was extremely significant, and the difference between class 151152 and class 152153 was much higher than that in the other two classes. There was still no significant difference between children who chose avoidance strategies. 152 and 153. The results showed that children learn to express positive emotions, understand peer emotions (especially negative emotions) and intention, resolve conflicts through negotiation, and show more behaviors of sharing, helping and cooperation.
【學(xué)位授予單位】：廣西民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.12
本文編號：2232497
[Abstract]:The content of children's peer conflict resolution mainly includes emotion and resolution strategy. Emotional development is an important aspect of the development of children's mental health and plays an important role in coordinating the relationship between individuals and others. On the basis of understanding and responding to the emotion of others, the solution strategy is to understand the differences between their own views and others' views through the interaction between their peers, and to constantly balance the needs of themselves and others in the process of trying to come to a conclusion. Children's conflict resolution ability is a comprehensive embodiment of children's social point of view and problem-solving ability. It is an important part of children's mental health social adaptation. However, preschool children's abilities are not mature. In order to develop children's mental health, teachers, as important others of children, play an important role in conflict resolution. In real life, the method of mediating conflict is usually to separate the peers and block the interaction between the peers. The teacher directly orders or teaches the children after judgment, because of the lack of the experience of peer interaction in conflict resolution. As a result of poor conflict resolution ability and dependence on teachers, and in the process of conflict resolution, both children have negative emotional experiences such as anger, blame and guilt, the long-term negative emotional experience will make the children silence. The personality characteristics of apathy and distrust lead toddlers to adopt avoidance coping conflict. This study hopes to increase peer interaction experience in conflict through reasonable teacher mediation strategies, so that children can improve their emotional expression and regulation ability in the process of interaction. Understanding and problem solving ability of other people's emotional sensitivity, viewpoint and motivation, increasing positive emotional experience, promoting the development of mental health, promoting the development of children's pro-social behavior and cooperative behavior, Cultivate children's psychological characteristics of initiative and self-confidence. A total of 90 students were selected from three classes in the middle class of a university affiliated kindergarten. The children in one of them were treated with the "six-step method" in the high and wide curriculum, and the other two classes were the contrast classes, and the intervention lasted for three months. The conflict resolution strategies and FIST tasks of young children were measured before and after the experiment. The conflict situations were divided into three categories: toy contention, field competition, improper behavior and fish task to measure the flexibility of children's problem-solving. The total number of conflicts and the times of teacher mediation were also recorded. The frequency of unresolved and negotiated resolution was recorded and recorded in detail from November 8, 2016. The results showed that there was a positive correlation between the pre-measurement and post-measurement of the task, the flexibility of boys was lower than that of girls at the age of 4-5 years, and there was no significant difference in age and gender between the measurements of conflict resolution strategies. There was no significant difference between class 151152 and class 153.The difference between class 151152 and 152153 in the measurement of conflict resolution strategy after intervention was extremely significant, and the difference between class 151152 and class 152153 was much higher than that in the other two classes. There was still no significant difference between children who chose avoidance strategies. 152 and 153. The results showed that children learn to express positive emotions, understand peer emotions (especially negative emotions) and intention, resolve conflicts through negotiation, and show more behaviors of sharing, helping and cooperation.
【學(xué)位授予單位】：廣西民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.12
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