抗挫性原则及其在学前教育中的应用  

Frustration Tolerance Principle and Its Application in Preschool Education

作　　者：瓦西里奥斯·伊曼努埃尔·菲纳克思. 胡亿军[2] 张虹[3] 瓦西里奥斯·伊曼努埃尔·菲纳克思 

机构地区：[1]德国巴伐利亚学前教育研究所,慕尼黑 [2]浙江外国语学院德国研究中心,杭州310012 [3]浙江师范大学杭州幼儿师范学院《幼儿教育》编辑部,杭州310012

出　　处：《幼儿教育（教育科学）》2017年第12期3-10,17,共9页Early Childhood Education(Educational Sciences)

摘　　要：考艾长期研究和曼海姆危机儿童研究证实儿童的抗挫性受到危机性因素和保护性因素的影响，保护性因素尤其具有关键的保护性作用，能够减缓、抵偿或消除压力和危机的消极影响。菲纳克思方案特别强调互动、沟通和对话的作用．在关系层面上强化儿童的抗挫性。尽早引导儿童学习有效抵抗挫折的策略，幼儿园可以为此作出根本性的贡献。Both Kauai longitudinal study and Mannheim study of children at risk demonstrate that children＇s frustration tolerance is affected by crisis factor and protective factor. Protective factor, in particular, has a crucial protective effect. Negative impacts of stress and crisis could be mitigated, offset or eliminated with it. Finakus plan emphasizes the role of interaction, communication and dialogue, and strengths children＇s frustration tolerance at the relation level. Kindergarten should guide children to learn the strategies that effectively tolerate frustration as early as possible and thereby making a fundamental contribution.

关 键 词：抗挫性 周围环境 保护性因素 菲纳克思方案 

分 类 号：G610[文化科学—学前教育学]