【作者】 钱海娟；

【导师】 郑名；

【作者基本信息】 西北师范大学 ， 学前教育学， 2006， 硕士

【摘要】 人际交往是幼儿社会化的重要方面，是幼儿社会化发展的动因，是实现幼儿社会化不可缺少的途径。通过交往，可使幼儿了解人与人之间的正常关系，学习社会道德准则和处理人们之间的关系，帮助幼儿逐步形成适应社会要求的社会行为。不良的社会交往地位影响幼儿的社会化发展。因此，有必要及早关注“幼儿弱势群体”的人际交往问题。本研究将“幼儿弱势群体”定义为因社交不利而处于弱势地位的两类幼儿：(1)被忽视幼儿；(2)被拒斥幼儿。本研究主要采用同伴提名法和教师访谈法来选取研究对象，用自然观察法对研究对象的一日生活进行跟踪观察，并以事件取样法来记录幼儿交往行为的发生，从两类幼儿与教师和同伴的交往方式、交往内容、交往态度、交往情景四个方面来展示“幼儿弱势群体”的人际交往特征，试图找出“幼儿弱势群体”人际交往行为中存在的问题。研究表明，“幼儿弱势群体”虽然都处于社交不利地位，但两类幼儿的人际交往特点有很大的不同。被忽视幼儿的交往显得被动和服从，交往态度比较消极，始终处于等待发现的地位，交往仅为了满足最基本的生活需要。而被拒斥幼儿则为了引起教师和同伴的关注，交往行为极为主动，但终因基本交往技能的缺乏等原因，不能进行正常的人际交往。对“幼儿弱势群体”的人际交往问题进行原因分析，影响因素主要来自三个方面：教师、幼儿自身、家庭。在分析原因的基础上，本文有针对性地提出了改善“幼儿弱势群体”人际交往现状的教育对策：关注“幼儿弱势群体”，灵活耐心地运用鼓励表扬等教育方法；及时发现，及时干预，给予幼儿人际交往技能方面的指导；创造具体情景游戏，为幼儿提供锻炼人际交往能力的平台；家庭与幼儿园积极配合，共同监督幼儿养成良好的交往习惯。更多还原

【Abstract】 Peer relationships provide an important context for both social and cognitive development. Interpersonal communication can make children know about the common interpersonal relationship, learn the social moral rule , deal with the interpersonal relationship and help children have social adaptive behavior. The disadvantaged social status will influence children’ socialization development. So we should pay attention to interpersonal communication of the disadvantaged children group.The study defined the disadvantaged children group who is in the disadvantaged social status as two kinds: (1) neglected children; (2) rejected children. The study selected the disadvantaged children by peer nomination and teacher interview, then tracked and observed their activities in a day by non-participant observation and recorded their communicating activities by case sampling. The study compared the behavioral trait between neglected children and rejected children. The study described the behavioral trait of interpersonal communication from the following aspects: the way, the content, the attitude and the context of communicating with teachers and peers. Among these aspects, the study gets some differences between two kinds of children, which also try to find some problems in their behavior of interpersonal communication.The study has found that, although the disadvantaged children group is in the disadvantaged social status, they have many different behavioral trait of interpersonal communication. The neglected children are more passive and obedient, and the attitude of their communication is very passive. They are always waiting to be found and their communication with others just in order to meet the basal demand. The rejected children are terribly voluntary in order to arrest attention of teachers and peers, but because they lack the basic social skill, they can’t have natural interpersonal communication. About the elements that affect interpersonal communication of the disadvantaged children group, the study finds out that there are three elements: teachers, children themselves and families. Base on the findings of the research, the study brings forward some educational countermeasures on purpose: paying attention to the disadvantaged children group; taking pains to educate them with many ways such as encourage and compliment them; finding in time and intervene in time, and giving them direction about social skill; providing social opportunity for children by creating scene games; family should cooperate with kindergarten to make children foster a good habit of communication.更多还原