大班幼儿同伴冲突的类型与对策研究——以b市a幼儿园大班为例

论文总字数：16814字

摘 要

同伴冲突是幼儿在同伴交往中因各种因素引起对立情景的一种行为。冲突的有效解决对于幼儿的社会性发展具有重要意义。大班幼儿较小中班幼儿而言，已经初步掌握了一些社会交往技能。根据冲突起因，大班幼儿同伴冲突可以分为物质资源冲突、身体动作冲突、意见分歧冲突三类。目前来看，大班幼儿的同伴冲突在自主性活动中发生更为频繁；物质资源冲突是大班幼儿同伴冲突的主要类型；同性别幼儿的冲突发生频率相对较高。大班幼儿倾向于采取较积极的解决策略，但冲突解决水平存在较大个别差异。教师应为幼儿提供充足的活动材料，建立合理常规；既要提高对幼儿自主活动的关注，又要给幼儿进行实践的机会；增加异性幼儿的交往机会；培养共情能力，激发幼儿采取正向策略的内部动机；针对能力差异，引导幼儿感受多种冲突解决策略。

关键词：大班幼儿，同伴冲突，同伴冲突类型

Abstract： Peer conflict is an act of confrontational situation caused by various factors in the peer interaction of young children. Effective resolution of conflicts is of great significance to the social development of young children. Compared with small class and middle class children, large class children have already mastered some social interaction skills. According to the causes of conflicts, large class children"s peer conflicts can be divided into three categories: material resource conflicts, physical movement conflicts, and opinions conflicts. At present, peer conflicts of large class children occur more frequently in autonomous activities, and the conflict of material resources is the main type of peer conflict in large-scale children; the frequency of conflicts among children of the same gender is relatively high. Large class children tend to adopt a more positive solution strategy, but there are large differences in the level of conflict resolution. Teachers should provide sufficient activity materials for young children and establish reasonable routines; not only to improve the attention to children"s independent activities, but also to give young children opportunities to practice; to increase opportunities of interaction for children of different genders; to inspire internal motivation of young children to adopt positive strategies; guide children to experience multiple conflict resolution strategies based on differences in abilities.

Keywords： large class children, peer conflict, types of peer conflict

目 录

1 前言 ……………………………………………………………………………………………… 4

1.1 选题缘由 …………………………………………………………………………………… 4

1.2 研究意义 …………………………………………………………………………………… 4

2 概念界定 ………………………………………………………………………………………… 4

2.1 同伴交往……………………………………………………………………………………… 4

2.2 同伴冲突……………………………………………………………………………………… 5

3 文献综述 ………………………………………………………………………………………… 5

3.1 幼儿冲突行为的界定 …………………………………………………………………… 5

3.2 幼儿同伴冲突的原因和类型划分 ………………………………………………… 5

3.3 幼儿采取的应对策略及其发展特点 ……………………………………………… 6

4 研究过程 ………………………………………………………………………………………… 7

4.1 研究对象 …………………………………………………………………………………… 7

4.2 研究方法 …………………………………………………………………………………… 7

5 大班幼儿同伴冲突现状及类型分析 ………………………………………………… 7

5.1 大班幼儿同伴冲突在自主性活动中的发生率更高 ………………………… 8

5.2 物质资源冲突是大班幼儿同伴冲突的主要类型 …………………………… 8

5.3 大班幼儿同性别冲突发生比率相对较高 ……………………………………… 10

5.4 大班幼儿更倾向于采取正向的冲突解决策略 ……………………………… 11

5.5 大班幼儿采取非负向策略的行为主要由内部动机引发 ………………… 13

5.6 大班幼儿冲突解决水平总体处于中高级层次 ……………………………… 14

6 提高幼儿冲突解决能力的教育建议 ………………………………………………… 16

6.1 关注幼儿的自主性活动，把握介入时机 ……………………………………… 16

6.2 提供充足的活动材料，建立合理的常规 ……………………………………… 17

6.3 增加异性幼儿交往机会，引导不同性别幼儿相互学习 ………………… 17

6.4 激发幼儿采取正向策略的内部动机 …………………………………………… 17

6.5 针对能力差异，引导幼儿感受多种冲突解决策略 ………………………… 18

结论 …………………………………………………………………………………………………… 19

参考文献 …………………………………………………………………………………………… 20

附录 幼儿冲突解决水平观察记录表 ………………………………………………… 21

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