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| 中班幼儿区域活动中同伴冲突行为及问题解决策略研究
摘要
在幼儿园当中，幼儿同伴冲突行为是幼儿在日常生活、教学活动中经常发生的现象。区域活动具有自主性与开放性，又因幼儿往往因为观念、需求与期望不一致时，幼儿双方大多在该活动区域中发生言语、行为等方面的冲突。从社会学的角度来看，冲突也具有一定的正向功能。幼儿同伴冲突行为的教育价值也在逐渐凸显，若幼儿家长与幼儿教师能够正确认识与正确指导，会促进幼儿的社会性认知与交往技能的持续发展。
中班幼儿正处于与同伴交往的发展期，经过了小班时期的集体生活，与同伴交往更加频繁，交往热情度也有多提高，相比于小班时期能够更好地理解老师的引导，也能够正确地使用同伴交往技巧。因此，本人将中班幼儿定为研究对象。选取幼儿园中所设的建构区、表演区、图书区、美工区、益智区五大区域作为观察点，根据实地观察、总结与分析，将引起同伴问题的类型具体划分为四大类，分别是：资源引起的冲突、意见与规则概念分歧引起的冲突、肢体动作引发的冲突、言语引发的冲突。进一步将幼儿解决同伴冲突的13种策略进行了积极、中性与消极地划分。从对所观察到的冲突事件类型与幼儿的解决策略方式的案例进行归纳与分析，总结出引发同伴冲突的影响因素包括幼儿的认知发展水平、幼儿的性格与气质特征、游戏场地与材料场地的安排、教师的管理方式。
最后，针对中班幼儿区域活动中冲突问题进行观察的情况，分析幼儿的解决侧料以及结束冲突的方式。为教师、家长能够更好地了解同伴冲突行为和更好地解决中班幼儿在区域活动中的冲突问题提出合理化建议，从而科学有效的促进中班幼儿的社会化水平的发展，从而使中班幼儿更好地融入集体生活。
Abstract
In kindergartens, children’s peer conflict behavior is a common phenomenon in children’s daily life and teaching activities. Regional activities are autonomous and open,and because children are often inconsistentwith their ideas, needs and expectations, most of the children have conflicts in speech and behavior in the activity area. From the perspective of sociology, conflict also has a certain positive function.The educational value of children’s peer conflict behavior is gradually becoming prominent.If children’s parents and teachers can correctly understand and guide them,it will promote the continuous development of children’s social cognition and communication skills.
The children in the middle class are in the development period of communicating with their peers.After the collective life in the small class,they have more frequent interactions with their peers, and the enthusiasm for communication has increased. Compared with the small class,they can understand the teacher’s guidance better and can be correct. Use peer communication skills carefully.Therefore, I set the middle class children as the research object.The five areas set up in the kindergarten: construction area,performance area, book area, art area, and puzzle area are selected as observation points. Based on field observation, summary and analysis,the types of peer problems are specifically divided into four categories, namely : Conflicts caused by resources, conflicts caused by differences in opinions and rules, conflicts caused by body movements, and conflicts caused by speech. The 13 strategies for children to resolve peer conflicts are further divided into positive, neutral and negative ways. From the summary and analysis of the types of conflict events observed and the children’s resolution strategies, the factors that trigger peer conflicts include children’s cognitive development level, children’s personality and temperament characteristics, play venues and material venues. The arrangement, the teacher’s management style.
Finally, according to the observation of the conflict problem in the regional activities of the middle-class children,the analysis of the children's way of resolving sidelines and ending the conflict. Provide reasonable suggestions for teachers to better understand peer conflict behaviors andbetter solve the conflicts of middle-class children in regional activities,so as to scientifically and effectively promote the development of the socialization level of middle-class children, so as to make middle-class children better Well integrated into collective life.
Key words middle school children; regional activities; peer conflict
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