摘要
对230名学前流动儿童的师幼关系与心理理论进行调查发现,学前流动儿童心理理论水平随年龄增长逐渐提升;学前流动女孩的心理理论水平高于男孩,师幼关系也在一定程度上好于男孩;师幼亲密型学前流动儿童的心理理论水平高于师幼冲突型儿童。据此,建议幼儿园教师积极建立亲密型师幼关系,引导儿童进行换位思考。
This study explores 230 migrant preschoolers’teacher-child relationship and theory of m ind It is found that the level of theory of mind of migrant preschoolers rises with ages;girls show higher level of theory of mind than boys and have relatively better relationship with teachers than boys;children with better relationship with teachers show higher level of theory of mind than those who do not. It is suggested that kindergarten teachers should build close relationship with children and train children to think in other people’s position.
作者
费广洪
张盛进
Fei Guanghong;Zhang Shengjin(Normal College,Shenzhen University,Shenzhen,518000;Education Bureau ofYantian District of Shenzhen,Shenzhen,518000)
出处
《幼儿教育（教育科学）》
2019年第7期3-7,共5页
Early Childhood Education(Educational Sciences)
基金
深圳市教育科学规划2015年度重点资助课题“学前流动儿童教育的研究——以深圳市为例”的研究成果之一，课题编号：zdzz15003
关键词
学前流动儿童
师幼关系
心理理论
联系
migrant preschooler
teacher-child relationship
theory of mind
relationship
