教师视角下儿童同伴排斥行为的质性研究

发布时间：2018-01-04 03:11

本文关键词：教师视角下儿童同伴排斥行为的质性研究　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：自儿童同伴关系被心理学家们研究以来,大量研究成果均显示出同伴在儿童社会化过程中的重要作用。可见,同伴排斥是儿童社会性发展的一大阻力,对儿童身心健康的发展有着严重的消极影响。由于每个儿童的家庭环境、个性特点、思维方式、生活习惯等的不同,导致儿童在同伴交往过程中会出现许多问题,其中表现最多的就是同伴间的排斥行为。因此,面对儿童交往过程中的排斥行为,需要有一个受他们尊敬和认可的角色对这些行为进行教育和引导。教师是儿童心中的权威人物,是他们成长过程中的重要引导者,对他们的学习和校园生活有着一定的责任。所以,这个角色非教师莫属。基于此,教师对儿童间排斥行为的认知、态度、解决方式等都关系到是否可以避免同伴排斥行为的发生,以及儿童身心的健康成长。当前,以教师作为儿童同伴排斥行为研究的研究对象是少之又少,并且大量相关研究存在过于重理论,轻实践的问题。因此,重视和加强以教师为角度的儿童同伴排斥行为研究具有重要的实际意义。本文主要以24名教师和教师管理的4个班级为研究对象,进行两部分的质性研究。研究先以半结构访谈的方法进行资料收集,把搜集到的访谈录音转化成文字资料,再使用Nvivo.10对访谈资料进行分析和编码,从中探讨教师眼中儿童同伴排斥行为的类型、影响因素。随后,在此基础上选取被访谈教师的班级进行参与式观察,详细记录观察笔记并对笔记进行深入分析,以探析教师管理班级中的儿童同伴排斥行为的发生原因,并结合研究1分析教师对儿童同伴排斥行为处理的现状。最后,为教师引导和解决儿童同伴间的排斥行为提供有效的办法。本研究通过质性研究方法,得出以下结论:(1)教师眼中的儿童同伴排斥行为可分为5类:回避、拒绝、中伤、否定、差别对待。最常发生的儿童同伴排斥行为就是中伤行为。(2)教师认为社会行为、教师本身、儿童学习情况、父母等因素对同伴排斥行为存在影响。(3)误会和摩擦、持强凌弱、群体关系、退缩行为会引起儿童间的排斥行为。(4)教师以积极引导、此时此地、忽视忽略、感同身受、积极沟通的方式处理同伴排斥。
[Abstract]:Since children's peer relationship has been studied by psychologists, a large number of research results show that peer plays an important role in the process of children's socialization. It can be seen that peer exclusion is a major resistance to children's social development. The development of children's physical and mental health has a serious negative impact. Because of each child's family environment, personality characteristics, ways of thinking, life habits and so on. Children in the process of peer interaction will appear many problems, among which the most performance is peer exclusion behavior, therefore, in the face of children in the process of exclusion behavior. There is a need for a respected and recognized role to educate and guide these behaviors. Teachers are authoritative figures in the minds of children and important guides in their growth. They have a certain responsibility for their learning and campus life. Therefore, this role is not a teacher. Based on this, teachers' cognition and attitude towards children's exclusion behavior. Solutions are related to whether the occurrence of peer exclusion behavior can be avoided and the healthy growth of children. At present, teachers as the research object of peer exclusion behavior are very few. And a large number of related studies have too much emphasis on theory, not practice. It is of great practical significance to pay attention to and strengthen the research on children's peer exclusion behavior from the perspective of teachers. This paper focuses on 24 teachers and four classes managed by teachers. Two parts of qualitative research. The study first used the method of semi-structured interviews to collect data, the collected interviews into the recording of text materials. Then Nvivo.10 was used to analyze and code the interview data to explore the types and influencing factors of peer exclusion behavior in teachers' eyes. On the basis of this, the class of the interviewed teachers was selected for participatory observation, the observation notes were recorded in detail and the notes were analyzed in depth to explore the causes of peer exclusion behavior of children in the teacher management class. Finally, it provides an effective way for teachers to guide and solve the children's peer exclusion behavior. The following conclusions can be drawn: (1) Children's peer exclusion behavior in teachers' eyes can be divided into five categories: avoidance, rejection, slander, negation. The most common behavior of children's peer exclusion is slanderous behavior. (2) Teachers think that social behavior, teachers themselves, children's learning situation. Parents and other factors affect peer exclusion behavior. 3) misunderstanding and friction, strong bullying, group relationship, withdrawal behavior will cause rejection behavior between children. Neglect, empathy and positive communication to deal with peer exclusion.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848.4

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