摘要
笔者以74名3-6岁儿童为研究对象,通过短期追踪观察探究在园幼儿攻击性行为学期内发展特点。结果表明,学期初期是幼儿攻击性行为的高发时期和不稳定时期,年龄差异和性别差异不显著,到了学期中期,幼儿的总体攻击、身体攻击开始呈现显著的年龄和性别差异;幼儿攻击行为在学期内发展不稳定,学期初期的攻击性显著强于学期中期;幼儿攻击事件发生的背景活动总体上集中在规则要求较高、个体间接触相对频繁以及活动空间相对较少的游戏活动、集体排队和结构性教学活动,尤其是连座式的结构性教学活动中,各年龄组又有所差异;幼儿攻击性行为在学期内易发生在男孩之间,女孩攻击对象的性别具有不稳定性;教师的幼儿攻击干预策略单一,以放任型策略为主,且在学期初期更甚。教师需要从四个方面加强在园幼儿攻击干预,辩证看待幼儿攻击性行为的普遍规律及其特殊性;基于空间特征适时有效定位幼儿攻击事发现场;合理把控攻击事件形势,巧妙实施多主体、多形式干预;减少性别偏见,加强混性游戏活动。
74 children aged 3-6 were investigated to find out the development of children’s aggressive behavior within a semester in kindergartens through observations.The results showed that:1)the beginning of a semester was the period of high incidence and instability of children’s aggressive behavior with little difference in age and gender and by the middle of the semester,the difference in age and gender of children’s overall aggression and physical aggression began to show significant age and gender difference;2)the development of children’s aggressive behavior was unstable during the semester,and children’s aggression at the beginning of a semester was much stronger than that in the middle of the semester;3)children’s aggressive behaviors mostly happened in the context of games that require strict rules,frequent contact between individuals,and relatively little space,group queuing and structured teaching activities,which showed difference in age;4)children’s aggressive behavior tended to occur among boys during the whole semester,while the gender of the target was unstable in girls.5)teachers’intervention strategies for children’s aggressive behaviors were quite single with a laissez-faire approach,which were worse at the beginning of the semester.Teachers should enhance their intervention strategies from the following four aspects:1)paying attention to the universality and particularity of children’s aggressive behavior in a dialectical way;2)timely and effectively locate the scene of children’s aggressive behavior based on the spatial characteristics;3)reasonably analyze the situation of an aggressive incident and adopt multiple intervention strategies according to multiple subjects;4)reduce gender prejudice,and try to organize more gender-mixed game activities.
作者
武旭晌
张天羽
张向葵
WU Xu-shang;ZHANG Tian-yu;ZHANG Xiang-kui(Soong Ching Ling Kingdergarten,Yiwu 322000,China;Higher Vocational and Technical College,Anshan Normal University,Anshan 114007,China;School of Psychology,Northeast Normal University,Changchun 130024,China;Child Development Research Center,Northeast Normal University,Changchun 130024,China)
出处
《陕西学前师范学院学报》
2020年第12期44-59,共16页
Journal of Shaanxi Xueqian Normal University
基金
奕阳教育研究院青年学者研究项目(SEI-QXZ-2019-08)。
关键词
幼儿
攻击性行为
学期
发展特点
追踪研究
children
aggression
semester
development characteristics
follow-up study