沧州市幼儿同伴冲突中教师介入的调查研究

The Investigation on Teacher’s Intervention in Peer Conflicts of Preschool Children in Cangzhou

为了解沧州市3-6岁幼儿同伴冲突中教师介入的现状,采用问卷法、访谈法等开展研究。研究发现:教师主要在幼儿同伴冲突的萌芽阶段介入;教师介入策略以直接指导和权威仲裁为主,并在教龄、学历、园所性质上存在差异;教师认为其大部分介入是有效的。研究建议教师要合理选择介入时机、灵活运用介入策略,以确保介入的有效性。

To understand the present situation about intervention strategies of teachers in peer conflict among children aged 3-6 in Cangzhou,a survey has been conducted using questionnaire and interview.The result shows that teachers’intervention mainly take place in the beginning stage of peer conflict;teachers intervention strategies can be direct instruction and authoritative arbitration,which will be different in the respects of teaching experience,education background and kindergarten’s nature;teachers think that most of their intervention strategies are effective.It is suggested that teachers should choose the right time for intervention with flexible intervention strategies to ensure effective intervention.