【摘要】：家庭是社會(huì)的細(xì)胞,兒童則是家庭生命得以延續(xù)的種子,在現(xiàn)代生活中對(duì)于家庭的意義尤為重大。兒童的發(fā)展是一個(gè)從不成熟到成熟的成長(zhǎng)變化過(guò)程,由于兒童在此階段缺乏判斷力和保護(hù)力,因而存在一定的成長(zhǎng)隱患,需要社工介入并采取預(yù)防性的措施進(jìn)行改善。繪本圖文并茂,能夠突破兒童書面文字積累不足的限制,激發(fā)閱讀興趣,而閱讀繪本及其衍生體驗(yàn)活動(dòng)的開展則能促進(jìn)兒童在語(yǔ)言學(xué)習(xí)、表現(xiàn)力、創(chuàng)造力、社交以及認(rèn)知發(fā)展上的提高,達(dá)到了親子互動(dòng),同伴互助,共同參與的目的�；谀暇┦蠥社區(qū)的實(shí)際情況和學(xué)齡初期兒童的成長(zhǎng)發(fā)展現(xiàn)狀,筆者采用實(shí)地研究的方法,通過(guò)訪談和問(wèn)卷的方式充分評(píng)估服務(wù)對(duì)象的需求,在此基礎(chǔ)上選擇閱讀小組模式作為活動(dòng)開展的切入點(diǎn),設(shè)計(jì)并實(shí)施了“多彩人生工作坊”項(xiàng)目。本文以該項(xiàng)目為研究對(duì)象,以繪本閱讀為主題,通過(guò)開展繪本的閱讀、分享、改編和排演等活動(dòng),幫助服務(wù)對(duì)象掌握閱讀技巧,改善親子關(guān)系,建立朋友群體關(guān)系網(wǎng)絡(luò),以滿足兒童的各種優(yōu)化需求,最終實(shí)現(xiàn)兒童的全面發(fā)展。同時(shí),本文對(duì)整個(gè)項(xiàng)目活動(dòng)開展的具體過(guò)程和服務(wù)效果進(jìn)行了評(píng)估及反思,并在整理分析中發(fā)現(xiàn):目前城市社區(qū)中學(xué)齡初期兒童及其家庭在兒童的多元化發(fā)展、親子關(guān)系及朋輩群體的關(guān)系網(wǎng)絡(luò)三個(gè)方面存在共性需求,而閱讀小組模式則通過(guò)建立學(xué)習(xí)展現(xiàn)平臺(tái),促進(jìn)兒童、家長(zhǎng)和同伴之間的交流與合作,理解與互動(dòng),在回應(yīng)和滿足兒童發(fā)展需求,促進(jìn)兒童正面提升方面具有一定的獨(dú)特優(yōu)勢(shì)。
[Abstract]:The family is the cell of the society, and the child is the seed of the continuation of the family life, which is of great significance to the family in modern life. The development of children is a process of growth change from immature to mature. Due to the lack of judgment and protection of children at this stage, there are some potential growth risks, which need social workers to intervene and take preventive measures to improve. Picture books can break through the limitation of children's insufficient accumulation of written words and stimulate their reading interest, while the development of picture books and their derivative activities can promote children's language learning, expressiveness and creativity. The improvement of social and cognitive development has achieved the purpose of parent-child interaction, peer mutual assistance and joint participation. Based on the actual situation of community A in Nanjing and the current situation of the development of school-age children, the author adopts the method of field research to fully assess the needs of the clients through interviews and questionnaires. On this basis, the reading group model is chosen as the entry point of the activity, and the "colorful Life Workshop" project is designed and implemented. This article takes this project as the research object, takes the picture book reading as the theme, through the picture book reading, sharing, adaptation and rehearsal activities to help the service object master reading skills, improve parent-child relations, establish a network of friends and groups. In order to meet the needs of children, and ultimately achieve the overall development of children. At the same time, this paper evaluates and reflects on the concrete process and service effect of the whole project activity, and finds out in the analysis that the children and their families in the urban community have diversified development. There are three common needs in parent-child relationship and peer group relationship network, while reading group model promotes communication, cooperation, understanding and interaction among children, parents and peers by establishing learning presentation platform. It has some unique advantages in responding to and meeting the development needs of children and promoting positive promotion of children.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：C913.5;C916

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 李蕓;;繪本閱讀:親子不可少的幸福體驗(yàn)[J];政工導(dǎo)刊;2016年04期

2 李靜;耿會(huì)賢;;繪本劇表演與繪本應(yīng)用能力研究[J];石家莊職業(yè)技術(shù)學(xué)院學(xué)報(bào);2016年01期

3 張?jiān)七\(yùn);駱?lè)?孫鈴;劉方琳;;同伴群體構(gòu)成對(duì)兒童發(fā)展的影響及啟示[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2015年03期

4 應(yīng)通;張萌;;兒童發(fā)展性讀書治療的回顧與展望[J];中小學(xué)心理健康教育;2014年19期

5 顏春游;;如何在繪本閱讀中提高幼兒的語(yǔ)言能力[J];傳播與版權(quán);2013年06期

6 陳蔚;;“閱讀療法”在中國(guó)的理論與實(shí)踐:1994-2010年[J];圖書情報(bào)研究;2010年04期

7 耿明磊;;繪本閱讀對(duì)兒童發(fā)展的重要性分析及教育建議[J];湖南科技學(xué)院學(xué)報(bào);2010年10期

8 馬戰(zhàn);;朝陽(yáng)產(chǎn)業(yè)中的朝陽(yáng)——中國(guó)兒童劇現(xiàn)狀初探[J];東方藝術(shù);2008年S2期

相關(guān)會(huì)議論文 前1條

1 秦元東;秦金亮;;兒童發(fā)展理論學(xué)科體系的構(gòu)建[A];第十屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2005年

相關(guān)碩士學(xué)位論文 前7條

1 李松;成長(zhǎng)小組模式在兒童良好親子關(guān)系構(gòu)建中的應(yīng)用研究[D];蘇州大學(xué);2015年

2 陳汝彬;閱讀治療對(duì)隨班就讀學(xué)生敘事能力與自我效能感的影響研究[D];上海師范大學(xué);2014年

3 劉璐;繪本為主的讀書治療對(duì)小學(xué)中年級(jí)兒童自我概念的影響研究[D];蘇州大學(xué);2014年

4 張婭;運(yùn)用成長(zhǎng)小組模式介入流動(dòng)兒童同伴關(guān)系問(wèn)題[D];華中科技大學(xué);2013年

5 李倩;兒童游戲治療的個(gè)案研究[D];蘇州大學(xué);2014年

6 蘇書巧;幼兒園中大班教師繪本教學(xué)的現(xiàn)狀及策略研究[D];河北師范大學(xué);2012年

7 諸佳男;基于讀書治療的繪本閱讀對(duì)兒童情緒智力的影響研究[D];浙江師范大學(xué);2010年

，

本文編號(hào)：2283430