【作者】 李媛；

【导师】 李姗泽；

【作者基本信息】 西南大学 ， 学前教育（专业学位）， 2020， 硕士

【摘要】 积木游戏不仅是幼儿园的基本游戏活动之一,也是深受儿童喜欢的游戏,更是以极具整合性的特征在儿童的社会性、认知、身体运动、审美、情绪情感等方面的发展产生重要影响的游戏。而影响游戏的环境因素,尤其是物理环境中的空间密度以一种隐形的教育符号,对儿童的游戏、游戏行为、同伴之间的相互关系产生影响。这种影响是积极还是消极,在某种程度上扮演着促进或阻碍积木游戏教育价值发挥的角色。纵观已有研究中,空间密度对儿童游戏行为的影响研究较少,现有研究主要是以观察的方式为主,缺乏实证性的研究。对于空间密度值为多少才是适宜儿童身心发展,激发儿童良好游戏行为的阈值,这一问题尚未有十分确切的答案。同样令人担忧的是在教育实践中,空间密度对儿童积木游戏行为的影响未受到一线幼儿教师的重视,她们将这种影响弱化,同时她们对于积木游戏空间密度的设置存在困惑。基于此,本研究选择以实验法为主,观察法和作品分析法为辅的混合研究方法。根据已有研究和实际情况设置三个自变量水平。在不同的空间密度水平下,采用组内实验设计类型,对G幼儿园32名大班儿童积木游戏过程行为和行为的结果进行全面的观察与统计,用组间对比的方式,分析三个自变量水平下行为表现的差异性,在此基础上提炼出适合大班儿童积木游戏的空间密度。通过实验本研究得出如下研究结果:(1)大班儿童积木游戏适宜的空间密度为4.32m~2。(2)空间密度适中(4.32m~2),会激发大班儿童更多的友好互动行为、更多以接受为主的互动反馈取向、有助于积木建构水平的发挥、材料使用的丰富性水平较好。(3)大班儿童总体以言语策略为主的互动方式,在空间密度适中(4.32m~2),呈现多样化互动方式。(4)空间密度对大班儿童中性互动情绪不产生影响,空间密度过大过小引发较多消极互动情绪,空间密度适中,同伴间多为积极互动情绪。(5)空间密度大(1.44m~2),大班儿童人际互动较少,空间密度小(7.2m~2),大班儿童人际互动较多,且异性互动频次显著高于同性互动频次,同性男孩互动频次高于同性女孩的互动频次。(6)空间密度对大班儿童建构作品的个数和主题的分布不产生影响,但对建构作品的形状,有一定的导向和暗示作用。据此研究者提出了以下教育建议:(1)重视空间密度对儿童积木游戏行为的影响。(2)构建“儿童的”和“为儿童的”高度契合的游戏空间密度。(3)设置积木游戏空间密度时应兼顾儿童的情绪体验。(4)构建利于儿童积木建构水平发挥的适宜空间密度(4.32m~2)。(5)构建适宜的空间密度(4.32m~2)激发儿童认知性思维。更多还原

【Abstract】 Building block game is not only one of the basic game activities in kindergarten,but also the popular game among children.Moreover,it has an important impact on the development of children’s sociality,cognition,body movement,aesthetics,emotion and other aspects with highly integrated characteristics.Environmental factors,especially the spatial density in the physical environment,with an invisible educational symbol,have an impact on children’s play,play behavior and the mutual relationship between peers.Whether this effect is positive or negative,to some extent,it plays a role of promoting or hindering the educational value of building block games.There are few studies on the influence of spatial density on children’s play behavior in the existing studies,which are mainly in the way of observation and lack of empirical studies.As for the question of how much spatial density is appropriate for children’s play behavior,there is no definite answer yet.It is also worrying that in the educational practice,the influence of spatial density on children’s block playing behavior has not been paid attention to by front-line preschool teachers,who weaken the influence,and they are confused about the setting of block playing spatial density.Based on this,this study chooses a hybrid research method which is mainly based on experimental method,supplemented by observational method and work analysis method.Three independent variable levels were set according to the existing research and the actual situation.At different spatial density levels,the in-group experimental design type was adopted.Based on the comprehensive observation and statistics on the process behavior and behavior results of block game of 32 kindergarten children in G kindergarten.Therefore,the results of this study are as follows:(1)The appropriate spatial density of block games for children in large classes is 4.32m~2.(2)Moderate space density(4.32m~2)will stimulate more friendly interactive behaviors of the children in the senior class,more reception-oriented interactive feedback orientation,and contribute to the development of building blocks and the richness level of material used is better.(3)The children in the senior class mainly use verbal strategies to interact with each other,and the space density is moderate(4.32m~2),presenting diversified interaction modes.(4)The spatial density has no effect on the neutral interactive emotion of the children in the senior class.The spatial density is too large and too small,which leads to more negative interactive emotion.(5)Large space density(1.44m~2),the less interpersonal interaction of children in the big class;The spatial density is small(7.2m~2),and the interpersonal interaction of the children in the first class is more,and the interaction frequency of the opposite sex is significantly higher than that of the same sex,and the interaction frequency of the same sex boys is higher than that of the same sex girls.(6)The spatial density has no influence on the number of constructed works and the distribution of themes,but has certain guiding and hinting effects on the shape of constructed works.Through experiments,the researchers put forward the following educational suggestions:(1)pay attention to the influence of spatial density on children’s block playing behavior.(2)Building a highly compatible game space density of"children’s"and"for children’s."(3)Children’s emotional experience should be taken into account when setting the spatial density of building blocks.(4)The construction of appropriate spatial density(4.32m~2)is conducive to the development of children’s construction level.(5)Construct an appropriate spatial density(4.32m~2)to stimulate children’s cognitive thinking.更多还原