通过纠纷处理培养幼儿的社会性——对日本幼儿园教师的访谈研究  

Cultivate Children’s Sociality through Dispute Intervention:Based on Interviews with Japanese Preschool Teachers

作　　者：刘海红[1] 

机构地区：[1]西藏民族学院

出　　处：《幼儿教育（教育科学）》2012年第7期88-91,共4页Early Childhood Education(Educational Sciences)

基　　金：西藏自治区教育科研“十二五”规划课题重点项目“西藏学前教师队伍发展现状及对策研究”的研究成果之一,课题批准号:2011011

摘　　要：研究者利用有关幼儿间发生纠纷及教师介入处理的录像，对日本幼儿园教师进行访谈，了解其是如何看待幼儿的纠纷和教师的介入的。访谈发现，教师们普遍认为，幼儿间发生的纠纷对幼儿的成长有帮助，可以提高幼儿的社交技能；教师应适时适当地介入幼儿的纠纷，可先对幼儿的感受表示理解，等幼儿情绪稳定后，再鼓励幼儿思考解决办法。教师重视利用纠纷让幼儿学习理解他人，学会换位思考。日本的经验值得借鉴。The researcher studied the video of Japanese teacher＇s intervention of children＇s dispute and interviewed the teachers on the cultivation of children＇s sociality through dispute intervention. And the interviews revealed that the teachers believed that the disputes were helpful for children＇s growth. During the intervention, the teacher would first show understanding for children＇s feeling. And when they calmed down the teacher would encourage them to think about the solutions. The teacher put emphasis on children＇ s understanding and empathy through handling disputes. The Japanese practice offers inspirations for us.

关 键 词：日本 幼儿园教师 幼儿间的纠纷 社会性培养 访谈 

分 类 号：G619[文化科学—学前教育学]