农村留守幼儿同伴冲突行为研究  

Research on Peer Conflict Behavior of Left-behind Children in Rural Areas

作　　者：张亭亭 高向东 曾艳 ZHANG Tingting;GAO Xiangdong;ZENG Yan(College of Teacher Education,Anqing Normal Univerity,Anqing 246133,Anhui)

机构地区：[1]安庆师范大学教师教育学院,安徽安庆246133

出　　处：《安庆师范大学学报（社会科学版）》2021年第4期113-117,共5页Journal of Anqing Normal University：Social Science Edition

基　　金：安徽省高校人文社会科学研究重点项目“幼儿同伴冲突解决策略及其与自控能力的关系——基于不同冲突情境的研究”(SK2018A0335);安庆师范大学校级教研项目“高校学前儿童科学教育课程PBL教学改革探索——以安庆师范大学学前教育专业为例”;安庆师范大学横向科研项目“利用幼儿园园本教研,提升教师科研素养,促进教师专业发展”。

摘　　要：农村留守幼儿因父母长期缺位,其同伴交往状况需要正确引导。采用观察法、访谈法对T市某农村幼儿园中班35名留守幼儿冲突过程进行记录,发现冲突主要集中在桌面游戏和区域活动,冲突发生多因物品空间争议,幼儿解决冲突多采用告状求助和身体攻击,冲突结果多为中性处理。为帮助农村留守幼儿学会正向解决冲突,教师应适时介入,引导幼儿学会同伴交往,提供充足的玩教具,培养幼儿的规则意识,提升家园合作观念,引导冲突教育正向价值。Because of the absence of parents for a long time,the peer communication of rural left-behind children needs correct guidance.The conflict process of 35 left-behind children from a middle class in a rural kindergarten in T City was recorded by observation and interview methods.It is found that the conflict is mainly concentrated in desktop games and regional activities.The conflict is mostly caused by object space disputes.Children often use complaint for help and physical attack to solve the conflict,and the results of the conflict are mostly neutral.In order to help rural left-behind children learn to solve conflicts in a positive way,teachers should intervene in time,guide children to learn to communicate with peers,provide sufficient play AIDS,cultivate children’s consciousness of rules,improve the concept of home cooperation,and guide the positive value of conflict education.

关 键 词：农村留守幼儿 同伴冲突行为 规则意识 家园合作 

分 类 号：G610[文化科学—学前教育学]