【作者】 赵静；

【导师】 岳亚平；

【作者基本信息】 河南大学 ， 学前教育学， 2014， 硕士

【摘要】 我国教育部出台的《3—6岁儿童学习与发展指南》中明确指出人际交往和社会适应是幼儿社会学习的主要内容，也是其社会性发展的基本途径。但是，通过研究者在幼儿园中的观察实践发现，幼儿园中常常存在着一群不受欢迎的幼儿，他们由于自身的不良行为表现以及人格特征等因素常常被同伴拒绝在群体活动之外。缺乏集体活动对其同伴交往能力的发展乃至一生的发展都会造成了不良的影响，所以，这些被拒绝幼儿的社交地位亟待改善。团体游戏作为幼儿园中常见的活动形式，对被拒绝幼儿起着心理辅导和行为改善的特殊作用。因此，本研究从团体游戏入手，试图通过团体游戏辅导对4—6岁被拒绝幼儿进行教育干预和训练，以期探讨团体游戏辅导对其同伴交往能力的影响作用。本研究采用分组前后测的实验设计，以48名4—6岁被拒绝幼儿为研究对象，随机分为实验组和对照组，各24名幼儿，其中实验组中有12名4—5岁幼儿和12名5—6岁幼儿，对照组中有12名4—5岁幼儿和12名5—6岁幼儿。然后，研究者对实验组的24名幼儿进行分组团体游戏辅导，每组6人，每周2次，每次30分钟，进行为期两个半月的干预活动，对照组幼儿不做处理。以《4—6岁幼儿同伴交往能力教师评定表》、同伴提名、幼儿同伴交往观察表为研究工具，对实验组和对照组幼儿分别进行前后测，通过比较，来验证团体游戏辅导对被拒绝幼儿同伴交往能力的辅导效果，并分析实验组幼儿在整体游戏辅导中的行为改变历程以及两名个案的变化过程。主要研究结论如下：（1）从统计结果上看，团体游戏辅导对4—6岁被拒绝幼儿同伴交往能力存在显著性的辅导效果，即从整体上提高了实验组幼儿在社交主动性、语言与非语言能力、亲社会行为上的得分，降低了他们在社交障碍上的得分。（2）团体游戏辅导对5—6岁组被拒绝幼儿的干预效果优于4—5岁组的被拒绝幼儿，主要体现在语言和非语言能力方面。（3）整体实验组被拒绝幼儿在团体游戏辅导中行为变化明显，主要表现为规则意识提高、语言表达能力增强、自由游戏中的合作互动增多、与同伴的关系逐渐融洽、与研究者的关系越来越亲密等方面。（4）个案轩轩和心心在团体游戏辅导过程中阶段变化明显，同伴交往能力得到明显提高。在实验研究的基础上，研究者试图探讨团体游戏辅导对4—6岁被拒绝幼儿同伴交往的作用机制，并获得以下启示：（1）幼儿园要重视边缘幼儿的心理健康教育。（2）利用团体游戏辅导改善被拒绝幼儿的社交状态。（3）教师要重视对被拒绝幼儿的正向评价以及有效指导。（4）通过家园合作共同提高被拒绝幼儿同伴交往能力。更多还原

【Abstract】 The Ministry of Education released guidelines on early childhood education. It said that the mainpoint of early childhood education is interpersonal and Social adaptation. It is also the basic way of socialdevelopment. The researcher in kindergarten found that more and more children were becoming unpopular.That is because their improper behaviors and the personalities. They lack ability of communication withothers. That will be very bad for their future. So we should improve the situation of this kind of refusedchildren.Group games is a normal method in kindergarten.It will help children with good behaviors. Thisarticle use group games to educate and train the refused children between four to six.To discuss how itworks to the social adaption.This research has been divided into two groups: the Experimental group and the controlgroup.Each group has24children. The experimental group has12children in the age between4to5and12children between5to6. The control team has12between4to5. And the others between5to6. Theresearcher experimental group with the group games twice a week for30minutes. One team has6children.This will last two and a half months. Compare two groups to see if it works to use the group games andanalysis it.The main findings from the research were as follows:1. It really works by using the group games to help the refused children. That improved theexperimental group children on social initiative, language and non-languag abilities, pro-social behaviorscore, lowered their scores on the social barriers.2. The intervention effect of group games between5-6isbetter than the children between4-5. Mainly in language and non-language abilities.3. The children’sbehavior in experimental group changed greatly. Their rule consciousness has been improved. They havebetter word expression. They became to want to join the game. They are good with group members and theresearchers.4. Group games had remarkable effect on communication ability especially on Xinxin andXuanxuan.According to the research, we can know that: first, we should take refused children seriously,especially their mental health. Second, use the group games to improve children’s ability of communication.We should give children positive evaluation. Last, we should cooperate with the parents toimprove the refused children.更多还原