幼儿同伴冲突中教师介入行为存在的问题与原因分析——以泰安市某幼儿园为例

Analysis on the Problems and Causes of Teacher's Intervention Behavior in Children's Peer Conflict——Taking a Kindergarten in Tai'an as an Example

幼儿同伴冲突的合理解决可以促进幼儿的社会性发展。教师的介入行为在很大程度上影响着幼儿同伴冲突的解决质量。笔者在对教师介入行为进行界定的基础上,从教师介入行为的发起、实施和效果三个方面对教师介入行为的表现进行了现状分析。发现教师介入行为的发起偏被动,时机过早;介入行为的实施上态度偏中向和负向,方式偏消极;介入行为的效果偏向于中性和消极的问题。最后从教师、幼儿和环境三个角度对教师介入行为存在的问题进行了原因分析,以期建立合理有效的教师介入模式。

The appropriate solution for children’s peer conflict can promote the social development of young children, and the teacher’s intervention behavior greatly affects the quality of children’s peer conflict solution. Based on the definition of teacher intervention behavior, this paper analyzes the current situation of teachers’ intervention behavior from the initiation, implementation and effect of teacher intervention behavior, and it is found that the initiation of teacher intervention is passive, the timing is not satisfying, the attitude of intervention tends to be neutral and negative, the mode is negative, and the effect of intervention tends to be neutral and negative. Finally, the author analyzes the causes of teacher intervention behavior from the perspectives of teachers, children and environment, in order to establish a reasonable and effective teacher intervention model.