發(fā)布時(shí)間：2018-09-12 17:23

【摘要】：同伴交往策略在幼兒的親社會(huì)行為發(fā)展中有著重要的意義,同伴交往能力是幼兒社會(huì)交往能力的重要方面。在現(xiàn)代社會(huì)中,團(tuán)隊(duì)協(xié)作越來(lái)越重要,對(duì)人們的社會(huì)交往能力和適應(yīng)能力要求越來(lái)越高。"樂(lè)意與人交往"是社會(huì)領(lǐng)域的目標(biāo)之一,教師要"引導(dǎo)學(xué)前兒童學(xué)習(xí)初步的人際交往技能"。幼兒園是幼兒由家庭步入社會(huì)的第一個(gè)場(chǎng)所,在幼兒園一日生活中,幼兒運(yùn)用不同的交往策略與同伴進(jìn)行交往。經(jīng)常運(yùn)用積極交往策略的幼兒往往更受到同伴的歡迎,有利于良好同伴關(guān)系的建立。因此,幼兒在同伴交往中使用何種交往策略,如何提高同伴交往能力,成為促進(jìn)幼兒社會(huì)性發(fā)展的關(guān)鍵點(diǎn)。繪本是幼兒早期閱讀的良好的載體。優(yōu)秀的繪本以及圍繞繪本開(kāi)展的教育活動(dòng),不僅有助于幼兒在同伴交往中模仿、體驗(yàn)故事人物的積極的交往方式,還能夠在互動(dòng)中提高自身的社交主動(dòng)性、語(yǔ)言表達(dá)等交往能力。本研究選取天津市南開(kāi)區(qū)某幼兒園48名中班幼兒作為實(shí)驗(yàn)對(duì)象,研究繪本干預(yù)如何促進(jìn)中班幼兒的同伴交往策略的提升和交往能力的發(fā)展。實(shí)驗(yàn)共選取九本繪本作為干預(yù)材料,并圍繞繪本開(kāi)展相應(yīng)的教育延伸活動(dòng)。實(shí)驗(yàn)過(guò)程分為三部分:前測(cè)、繪本干預(yù)、后測(cè)。前測(cè)與后測(cè)中,研究者設(shè)計(jì)角色游戲情境,在情境中觀察并記錄幼兒的同伴交往策略情況;同時(shí),本班的教師根據(jù)每個(gè)幼兒的同伴交往能力的實(shí)際情況填寫調(diào)查問(wèn)卷,統(tǒng)計(jì)得出的具體分?jǐn)?shù)代表幼兒的同伴交往能力。研究結(jié)果得出:1.中班幼兒的同伴交往策略和能力不存在性別差異;2.同伴交往能力與同伴交往積極策略呈顯著正相關(guān);3.繪本干預(yù)前,實(shí)驗(yàn)組與對(duì)照組的同伴交往策略和交往能力差異不顯著;4.繪本干預(yù)后,實(shí)驗(yàn)組與對(duì)照組的同伴交往策略和交往能力差異顯著,實(shí)驗(yàn)組前測(cè)與后測(cè)的結(jié)果差異顯著。繪本有效促進(jìn)了中班幼兒的同伴交往策略和同伴交往能力的發(fā)展。最后,本研究提出了有關(guān)繪本教育的建議。首先,園所、教師、家長(zhǎng)都應(yīng)重視繪本早期閱讀;其次,繪本教育的形式應(yīng)多元化與持續(xù)化。
[Abstract]:Peer communication strategy plays an important role in the development of children's prosocial behavior, and peer communication ability is an important aspect of children's social communication ability. In modern society, teamwork is becoming more and more important, and people's ability to interact and adapt to society is becoming more and more important. " Willingness to interact with people is one of the goals in the social field, and teachers should "guide preschool children to learn initial interpersonal skills". Kindergarten is the first place for children to enter the society from family. In kindergarten, children use different communication strategies to communicate with their peers. Children who often use positive communication strategies are more popular with their peers, which is conducive to the establishment of good peer relationships. Therefore, the key point of promoting children's social development is which communication strategies should be used and how to improve peer communication ability. Picture book is a good carrier for children's early reading. Excellent picture books and educational activities around picture books can not only help young children to imitate and experience the positive communication style of story characters in their peer interaction, but also enhance their social initiative in interaction. Communication skills such as language expression. In this study, 48 middle class children in a kindergarten in Nankai District of Tianjin were selected as experimental objects to study how picture book intervention can promote the promotion of peer communication strategy and the development of communication ability of middle class children. The experiment selected nine picture books as intervention materials and carried out corresponding educational extension activities around picture books. The experiment was divided into three parts: pre-test, picture book intervention and post-test. In the pre-test and post-test, the researchers designed the role play situation, observed and recorded the children's peer communication strategies in the situation, meanwhile, the teachers in this class filled out the questionnaire according to the actual situation of the children's peer communication ability. The specific scores obtained by statistics represent the children's peer communication ability. The result of the study is 1: 1. There is no gender difference in peer communication strategies and abilities of middle class children. There was a significant positive correlation between peer communication ability and peer interaction positive strategies. Before picture book intervention, there was no significant difference in peer communication strategy and communication ability between experimental group and control group. After picture book intervention, there were significant differences between experimental group and control group in peer communication strategy and communication ability, and significant difference in pre-test and post-test results between experimental group and control group. Picture book effectively promotes the development of peer communication strategy and peer communication ability of middle-class children. Finally, the paper puts forward some suggestions about picture-book education. First, the garden, teachers and parents should attach importance to the early reading of picture books; secondly, the form of picture book education should be diversified and sustainable.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G612

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