中大班幼儿参与游戏的策略研究
发布时间：2019-04-12 16:34
【摘要】：本研究主要采用观察法对幼儿园中大班幼儿参与游戏的策略进行了深入的研究。主要研究内容包括:1.幼儿参与游戏的策略类型及其分布概况;2.对于参与不顺,遭遇问题障碍的幼儿,分析其运用策略的过程;3.提炼幼儿运用策略的特征。研究发现,幼儿参与游戏过程中使用的基本策略共有11种,分别是直接进入型、旁观型、诉求型、讨好型、钻空型、借助型、扮演型、创新型、暗示型、维权型和交换型。总体来说,诉求型、讨好型和直接进入型是幼儿使用最频繁的三种方式,使用最少的是创新型、交换型和暗示型。具体来讲,在年龄层方面,中班比大班使用频繁;在游戏类别方面,操作性游戏中发生的参与策略最多,运动性游戏最少等。此外,对于参与通路受阻的幼儿,笔者借助罗比·凯斯的“执行控制结构”首先对其参与的障碍归纳,分别为:“被拒绝”、“被忽略”、“被设限”,接着针对不同问题情境下幼儿运用策略的过程进行分析。结果是:参与者会根据问题所包含的信息和以往贮存的知识经验来理解问题,进而分解问题,通过寻找问题情境和目标情境之间的差距,一步步寻找适宜的对策。如此循环往复直至被对方顺利接受,实现自己的参与意愿。此外,对于每种具体策略的使用经验也进行了梳理:如钻空一旦成功,全当对方默许,若再“纠缠”就有画蛇添足之感;“先钻空混进队伍,若对方发现,再找理由说服”思路较独特,成功率极高等等。最后笔者对幼儿运用策略的过程性特征进行提炼,结果是:幼儿运用策略的过程具有交叠穿插性、差异性、计划性、非反思性、惯性倾向以及迂回性的特征。基于以上的研究结果,笔者认为幼儿虽具有解决问题的能力,但存在能力差,幼儿参与过程中的受挫心理和失败经验需要教师的帮助和引导。因此,笔者通过观察法和访谈法,总结教师的四种指导方式,即“直接型”、“忽视型”、“验证型”和“启发型”,指出前三种方式忽略幼儿游戏的主体性。为此从游戏引入、游戏开展过程和游戏分享三个环节入手提出对应的解决对策;其次,笔者从幼儿角度出发,针对幼儿如何选择更有效的参与策略提出一些值得借鉴的参与经验。
[Abstract]:This study mainly uses observation method to study the strategies of large class children participating in play in kindergarten. The main research contents include: 1. The types and distribution of children's participation in play; 2. Analysis of the process of using strategies for young children who are not involved in problems and encounter problems; 3) Analysis of the process of their use of strategies; 3. To refine the characteristics of the strategies used by young children. It is found that there are 11 kinds of basic strategies used by children in the process of participating in the game, which are direct entry type, onlooker type, appeal type, appeasement type, hollowing type, borrowing type, acting type, innovative type, implicit type, right-safeguarding type and exchange type. In general, appeal, appeasement and direct entry are the three most frequently used ways for young children, and the least used are innovation, exchange and hint. Specifically, in the age group, the middle class is more frequently used than the large class; in the game category, the most participation strategies occur in operational games, and sports games are the least. In addition, the author uses Robbie case's "Executive Control structure" to sum up the obstacles to their participation, which are "rejected", "ignored", "set limits", respectively, for young children who have been blocked from participating in the channel, by using Robbie case's "Executive Control structure" to sum up the obstacles to their participation, respectively. Then the process of using strategies in different problem situations is analyzed. The result is that participants will understand the problem according to the information contained in the problem and the knowledge and experience stored in the past, and then decompose the problem. By looking for the gap between the problem situation and the target situation, the participants will find the appropriate countermeasures step by step. So round-the-clock until the other side of the smooth acceptance, to achieve their willingness to participate. In addition, the use of each specific strategy experience is also combed: such as once the success, all when the other side acquiesced, if the "entanglement" will have the feeling of painting; "first hole mixed into the team, if the other party found, then find a reason to convince" thinking more unique, the success rate is very high, and so on. Finally, the author abstracts the characteristics of the process of using the strategy. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. Based on the above results, the author believes that although young children have the ability to solve problems, they have poor abilities. The frustrated psychology and failure experience in the process of participation of young children need the help and guidance of teachers. Therefore, by means of observation and interview, the author summarizes four guiding ways of teachers, that is, "direct type", "neglect type", "verification type" and "start-up type", and points out that the first three ways ignore the subjectivity of children's games. Therefore, from the introduction of the game, the development process of the game and the game sharing three links to start with the corresponding solutions; Secondly, from the point of view of young children, the author puts forward some experience of how to choose more effective participation strategies.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7
本文编号：2457184
[Abstract]:This study mainly uses observation method to study the strategies of large class children participating in play in kindergarten. The main research contents include: 1. The types and distribution of children's participation in play; 2. Analysis of the process of using strategies for young children who are not involved in problems and encounter problems; 3) Analysis of the process of their use of strategies; 3. To refine the characteristics of the strategies used by young children. It is found that there are 11 kinds of basic strategies used by children in the process of participating in the game, which are direct entry type, onlooker type, appeal type, appeasement type, hollowing type, borrowing type, acting type, innovative type, implicit type, right-safeguarding type and exchange type. In general, appeal, appeasement and direct entry are the three most frequently used ways for young children, and the least used are innovation, exchange and hint. Specifically, in the age group, the middle class is more frequently used than the large class; in the game category, the most participation strategies occur in operational games, and sports games are the least. In addition, the author uses Robbie case's "Executive Control structure" to sum up the obstacles to their participation, which are "rejected", "ignored", "set limits", respectively, for young children who have been blocked from participating in the channel, by using Robbie case's "Executive Control structure" to sum up the obstacles to their participation, respectively. Then the process of using strategies in different problem situations is analyzed. The result is that participants will understand the problem according to the information contained in the problem and the knowledge and experience stored in the past, and then decompose the problem. By looking for the gap between the problem situation and the target situation, the participants will find the appropriate countermeasures step by step. So round-the-clock until the other side of the smooth acceptance, to achieve their willingness to participate. In addition, the use of each specific strategy experience is also combed: such as once the success, all when the other side acquiesced, if the "entanglement" will have the feeling of painting; "first hole mixed into the team, if the other party found, then find a reason to convince" thinking more unique, the success rate is very high, and so on. Finally, the author abstracts the characteristics of the process of using the strategy. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. The result is that the process of using the strategy has the characteristics of overlapping, difference, planning, non-reflection, inertia and roundabout. Based on the above results, the author believes that although young children have the ability to solve problems, they have poor abilities. The frustrated psychology and failure experience in the process of participation of young children need the help and guidance of teachers. Therefore, by means of observation and interview, the author summarizes four guiding ways of teachers, that is, "direct type", "neglect type", "verification type" and "start-up type", and points out that the first three ways ignore the subjectivity of children's games. Therefore, from the introduction of the game, the development process of the game and the game sharing three links to start with the corresponding solutions; Secondly, from the point of view of young children, the author puts forward some experience of how to choose more effective participation strategies.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7
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