【摘要】： 幼兒的同伴關系是幼兒園里的一對基本的人際關系。但有一部分幼兒卻長時間的游離于同伴之外,他們屬于社會退縮幼兒。社會退縮是指孤獨的行為,泛指跨時間、情境,在陌生與熟悉社會環(huán)境下表現(xiàn)出的獨自游戲、消磨時光的行為。它作為一種問題行為,使幼兒具有不同于普通幼兒的行為方式。社會退縮幼兒是幼兒園里被教師、同伴忽視的群體,但是他們的確存在于我國的每一所幼兒園中,甚至每一個班級里面。因此,社會退縮幼兒同伴關系狀況和特點的研究亟待加強。 本文在社會退縮研究最新進展的基礎上,通過問卷調(diào)查和訪談在某幼兒園中的四個大班篩選出54名社會退縮幼兒,然后又通過自然觀察收集到373人次同伴互動行為事件,在與普通幼兒比較的基礎上,對同伴互動的背景、主題、互動性質(zhì)、互動方式和互動結(jié)果進行簡單的量化處理,初步總結(jié)出社會退縮幼兒同伴互動的特征:1.同伴互動主要發(fā)生在游戲活動時間;2.退縮幼兒在同伴互動中更關注自我,觀點采摘能力較差;3.退縮幼兒互動愿望強烈,但是同伴互動的成功率較低;4.退縮幼兒在互動過程中缺乏積極體驗;5.退縮幼兒較少的使用言語交流,更多的是動作和綜合方式表達;6.退縮幼兒同伴互動的質(zhì)量較低,互動中的總體體驗不佳。筆者在研究的基礎上,提出了一些改善社會退縮幼兒同伴關系的建議:1.教師要主動和退縮幼兒建立溫馨、和諧的師幼關系;2.創(chuàng)設利于同伴互動的游戲環(huán)境;3.增加退縮幼兒與同伴交往的積極體驗和自我效能感;4.社會技能訓練。
[Abstract]:The peer relationship of young children is a pair of basic interpersonal relationships in kindergarten. But some children are separated from their companions for a long time, they belong to the social retreat of children. Social withdrawal refers to lonely behavior, generally refers to the behavior of playing alone and killing time across time, situation, strange and familiar social environment. As a kind of problem behavior, it makes children have different behavior from ordinary children. Social withdrawal children are neglected by teachers and peers in kindergartens, but they do exist in every kindergarten in our country, or even in every class. Therefore, the research on the status and characteristics of peer relationship of children with social withdrawal needs to be strengthened. On the basis of the latest progress of social withdrawal research, 54 children with social withdrawal were screened out through questionnaires and interviews in four large classes in a kindergarten, and then 373 peer interactive behavior events were collected through natural observation. on the basis of comparing with ordinary children, the background, theme, nature, interaction mode and results of peer interaction were simply quantitatively processed. The characteristics of peer interaction in children with social withdrawal are summarized as follows: 1. Peer interaction mainly occurs at the time of game activity; 2. Flinching children pay more attention to themselves in peer interaction, and their ability to pick views is poor. 3. Flinching children have a strong desire to interact, but the success rate of peer interaction is low. Flinching children lack of positive experience in the process of interaction; 5. Flinching children use less verbal communication, more action and comprehensive expression; 6. The quality of peer interaction in withdrawal children is low, and the overall experience in interaction is not good. On the basis of the study, the author puts forward some suggestions to improve the peer relationship of children with social withdrawal: 1. Teachers should take the initiative and shrink children to establish a warm and harmonious relationship between teachers and children; 2. Create a game environment conducive to peer interaction; 3. Increase the positive experience and self-efficacy of retreating children and their peers; 4. Social skills training.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G612

【引證文獻】

相關期刊論文 前1條

1 姚素慧;;對改善社會退縮幼兒行為的教育建議[J];幼兒教育;2012年15期

相關碩士學位論文 前5條

1 張丹如;4-5歲幼兒的社會退縮行為與其自我知覺及親子依戀的關系[D];河南大學;2011年

2 李麗;5-6歲幼兒區(qū)域活動中同伴互動行為的研究[D];華中師范大學;2011年

3 戴蕃;角色游戲情境下幼兒互動水平及特點的研究[D];南京師范大學;2011年

4 黃勝梅;被拒絕幼兒同伴交往的教育干預研究[D];華中師范大學;2009年

5 張文文;社會退縮幼兒的沙盤游戲特征與干預研究[D];華東師范大學;2010年

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本文編號：2503833