蒙台梭利实验班中的幼儿异龄互动行为研究
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摘要
由于我国现阶段实施计划生育政策,独生子女成为社会的特殊群体,独生子女教育也成为社会普遍关心的问题。在家庭中,独生子女缺少异龄同伴特有的互动关系。由于我国绝大多数幼儿园又实施同龄编班,不同年龄的幼儿在教学内容和教学组织形式上都进行明确的界定和区分,也使得幼儿在一日的生活中很少有异龄互动的机会。基于此,深入探讨幼儿异龄互动的价值和教育对策,其意义也就显然可见了。
本文选择了研究蒙台梭利实验班中的幼儿异龄互动行为。本文运用了观察法、访谈法和文献法,从定量和定性的角度总结了蒙台梭利实验班中的幼儿异龄互动行为的特点,提出了针对教师和家长的教育建议。这在一定程度上丰富了幼儿异龄互动行为的理论,有利于促进幼儿异龄互动质量的提高。
本文由五部分组成。首先是问题的提出。在这一部分里对先行研究进行了综述,在总结了当前对幼儿异龄互动行为研究的基础上,找到了本文的切入点。笔者决定探讨蒙台梭利实验班中的幼儿异龄互动行为;其次,笔者用定量的方法描述了幼儿异龄互动行为,初步概括了幼儿异龄互动行为的特点;再次,用定性分析的方法描述了幼儿的异龄互动行为;最后归纳出了结论,总结了幼儿异龄互动行为的特点,并提出了针对教师和家长的教育建议,以期能促进幼儿异龄之间的互动,提高异龄互动的质量。
Due to the family planning policy in our country, only-child has become the special group of our society and the education of only-child has also become one of the concerned matters. There is a lack of cross-age interaction in family for only-child. The preschoolers seldom have the chance to play with different-age peers because the most kindergartens mainly host the same-age classes. Therefor, in view of only-child’s development in our country, the research on the value of the cross-age interaction has important actual sense in preschoolers’healthy development.
The purpose of this paper focused on the cross-age interaction in experimental class of Montessori educational model. Three methods are adopted in this research, observation method, literature analysis method and interview method. The author conducted a natural observation in experimental class of Montessori educational model of a kindergarten and documented the cross-age interaction episodes narratively by combining quantitative and qualitative methods together. The author analysesd the distinct characters of cross-age interaction. On the basis of this, the author gave some tentative advice for teachers and parents in order to improve the quality of the cross-age interaction.
This research mainly consists of four parts. Part one, it is the proposition of questions. Part two and part three, the qualitative and quantitative research methods were used to analyze data. The author revealed the essential features of cross-age interaction through the analysis of the statistics and the episodes. Part four ,we put forward some proposals for teachers and parents. In one word, the purpose of the research is to make the cross-age interaction be a new way of social learning of preschoolers and promote the value of cross-age interaction from the potential state to real one.
本文选择了研究蒙台梭利实验班中的幼儿异龄互动行为。本文运用了观察法、访谈法和文献法,从定量和定性的角度总结了蒙台梭利实验班中的幼儿异龄互动行为的特点,提出了针对教师和家长的教育建议。这在一定程度上丰富了幼儿异龄互动行为的理论,有利于促进幼儿异龄互动质量的提高。
本文由五部分组成。首先是问题的提出。在这一部分里对先行研究进行了综述,在总结了当前对幼儿异龄互动行为研究的基础上,找到了本文的切入点。笔者决定探讨蒙台梭利实验班中的幼儿异龄互动行为;其次,笔者用定量的方法描述了幼儿异龄互动行为,初步概括了幼儿异龄互动行为的特点;再次,用定性分析的方法描述了幼儿的异龄互动行为;最后归纳出了结论,总结了幼儿异龄互动行为的特点,并提出了针对教师和家长的教育建议,以期能促进幼儿异龄之间的互动,提高异龄互动的质量。
Due to the family planning policy in our country, only-child has become the special group of our society and the education of only-child has also become one of the concerned matters. There is a lack of cross-age interaction in family for only-child. The preschoolers seldom have the chance to play with different-age peers because the most kindergartens mainly host the same-age classes. Therefor, in view of only-child’s development in our country, the research on the value of the cross-age interaction has important actual sense in preschoolers’healthy development.
The purpose of this paper focused on the cross-age interaction in experimental class of Montessori educational model. Three methods are adopted in this research, observation method, literature analysis method and interview method. The author conducted a natural observation in experimental class of Montessori educational model of a kindergarten and documented the cross-age interaction episodes narratively by combining quantitative and qualitative methods together. The author analysesd the distinct characters of cross-age interaction. On the basis of this, the author gave some tentative advice for teachers and parents in order to improve the quality of the cross-age interaction.
This research mainly consists of four parts. Part one, it is the proposition of questions. Part two and part three, the qualitative and quantitative research methods were used to analyze data. The author revealed the essential features of cross-age interaction through the analysis of the statistics and the episodes. Part four ,we put forward some proposals for teachers and parents. In one word, the purpose of the research is to make the cross-age interaction be a new way of social learning of preschoolers and promote the value of cross-age interaction from the potential state to real one.
引文
[1]颜洁,庞丽娟.论有利于儿童社会性发展的环境创设[J].学前教育研究,1997(4):16-19.
[2]张博.论幼儿交往生活的缺失[J].南京师大学报(社会科学版),2000(6):55.
[3]曾守锤,吴华清.论同伴关系在儿童社会化中的心理和社会价值[J].湖南教育学院学报,2000.
[4]卢乐山.对混龄班的看法——实事求是地看待蒙台梭利教育[EB/OL]. http://www.montessori.net.cn, 2003-10-18.
[5]霍利岩.关于蒙台梭利教育模式走入中国的思考[J].学前教育,1997(6):4-6.
[6] 杨莉君.蒙台梭利教育法需要科学地解读和本土化[J].人民教育,2004(11):24-25.
[7]蒙佐德.蒙台梭利教育应用研究的本土化内涵[J].教师之友,2005(4):71-73.
[8][44]玛利亚蒙台梭利.吸收性心智[M].北京儿童之家教育研究中心编译.兰州:兰州大学出版社,2002. 290.
[9]霍利岩.蒙台梭利教育法与幼儿教育改革——借鉴蒙氏教育法的两个基本思路[J].比较教育研究,1999(5):57.
[10][11]施燕.德国的混龄教育. http://www.Age06. com.
[12][13][14][15][34]王滨.幼儿园混龄教育背景中的幼儿异龄互动的研究[D]:[硕士学位论文].上海:华东师范大学学前教育与特殊教育学院,2004.
[16]Hartup,W.W. Social relationships and their developmental significance[J]. American Psychologist,1989(44).
[17][24][45][52]华爱华.幼儿园混龄教育与学前教育改革[J].学前教育信息与研究,2003(3):4-5.
[18]海小文,戴伟敏.中外混龄教育形式文献综述[J].学前教育信息与研究,2003(3):48.
[19]McClellan,D.E. On Mixed-Age Gropes[J]. The MAGnet Newsletter,1993(2).
[20][21]Freedmen, P.A. Comparison in Early Childhood Centers. In Kalz.L.G(Eds). Pubulisting Corporation,1982.n of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers. In Kalz.L.G(Eds). Current Topics in Early Childhood Centers. In Kalz.L.G(Eds). Current Topics in Early Childhood Education,Vol.4,ERIC,Ablex. Pubulisting Corporation,1982.
[22]Hartup,W.W. Peer relations. In E.Mavis Hetherington (ED.), Handbook of child psychology:Vol.4.Socialization,personality,and social development, 1983(4).
[23][29][46]申继亮.当代儿童青少年心理学的进展[M].浙江:教育出版社,1998. 287.
[25][27]孙永强.一个优化的教育群体环境——童的梦艺术幼儿园半日混龄活动片录与感想[J].学前教育信息与研究,2003(3):32.
[26]Simon Veenman. Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes:A Best-Evidence Synthesis,Review of Educational Research,1995(4):319-381.
[28]周宗奎.儿童社会化[M].湖北:少年儿童出版社,1995. 463.
[30]Ellis S , Rogoff,B , Cromer,C C.Age segregation in children’s social interaction[J].Developmental Psychology,1981(7).
[31]杨丽珠,吴文菊.幼儿社会性发展与教育[M].辽宁:辽宁师大出版社,1995. 463.
[32][33]吴放,邹泓.幼儿与成人依恋关系的特质和同伴交往能力的联系[J].心理学报,1995(4).
[35]教育大词典. 上海:教育出版社,1990(6):442.
[36]章人英.社会学词典.上海:辞书出版社,1992.151.
[37]张春兴.张氏心理学辞典.东华书局,1989.340.
[38]陆春燕.在“互动”中引导幼儿实现“个体建构”.2005 年 1、2 月(下旬).
[39]J·W·蒂博特,H·H·凯利. 群体社会心理学:两人互动[C]. 见:周晓虹主编.现代社会心理学名著菁华. 南京大学出版社,1992.315.
[40][43]刘晶波.师幼互动行为研究-我在幼儿园里看到了什么[M]. 江苏:南京师范大学出版社,2005. 19,64.
[41]中国大百科全书-社会卷.中国大百科全书出版社,1991.303.
[42]恩格斯.自然辩证法[M].人民出版社,1971.228-229.
[47][51]王滨.幼儿园混龄教育背景中的幼儿异龄互动的研究[D]:[硕士学位论文].上海:华东师范大学学前教育与特殊教育学院,2004.
[48]赵箐.幼儿园混龄课程园本化研究[J].课程改革探索,2005(10).
[49][50]张博.论幼儿交往生活的缺失[J].南京师大学报(社会科学版),2000(6):55.
[2]张博.论幼儿交往生活的缺失[J].南京师大学报(社会科学版),2000(6):55.
[3]曾守锤,吴华清.论同伴关系在儿童社会化中的心理和社会价值[J].湖南教育学院学报,2000.
[4]卢乐山.对混龄班的看法——实事求是地看待蒙台梭利教育[EB/OL]. http://www.montessori.net.cn, 2003-10-18.
[5]霍利岩.关于蒙台梭利教育模式走入中国的思考[J].学前教育,1997(6):4-6.
[6] 杨莉君.蒙台梭利教育法需要科学地解读和本土化[J].人民教育,2004(11):24-25.
[7]蒙佐德.蒙台梭利教育应用研究的本土化内涵[J].教师之友,2005(4):71-73.
[8][44]玛利亚蒙台梭利.吸收性心智[M].北京儿童之家教育研究中心编译.兰州:兰州大学出版社,2002. 290.
[9]霍利岩.蒙台梭利教育法与幼儿教育改革——借鉴蒙氏教育法的两个基本思路[J].比较教育研究,1999(5):57.
[10][11]施燕.德国的混龄教育. http://www.Age06. com.
[12][13][14][15][34]王滨.幼儿园混龄教育背景中的幼儿异龄互动的研究[D]:[硕士学位论文].上海:华东师范大学学前教育与特殊教育学院,2004.
[16]Hartup,W.W. Social relationships and their developmental significance[J]. American Psychologist,1989(44).
[17][24][45][52]华爱华.幼儿园混龄教育与学前教育改革[J].学前教育信息与研究,2003(3):4-5.
[18]海小文,戴伟敏.中外混龄教育形式文献综述[J].学前教育信息与研究,2003(3):48.
[19]McClellan,D.E. On Mixed-Age Gropes[J]. The MAGnet Newsletter,1993(2).
[20][21]Freedmen, P.A. Comparison in Early Childhood Centers. In Kalz.L.G(Eds). Pubulisting Corporation,1982.n of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers. In Kalz.L.G(Eds). Current Topics in Early Childhood Centers. In Kalz.L.G(Eds). Current Topics in Early Childhood Education,Vol.4,ERIC,Ablex. Pubulisting Corporation,1982.
[22]Hartup,W.W. Peer relations. In E.Mavis Hetherington (ED.), Handbook of child psychology:Vol.4.Socialization,personality,and social development, 1983(4).
[23][29][46]申继亮.当代儿童青少年心理学的进展[M].浙江:教育出版社,1998. 287.
[25][27]孙永强.一个优化的教育群体环境——童的梦艺术幼儿园半日混龄活动片录与感想[J].学前教育信息与研究,2003(3):32.
[26]Simon Veenman. Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes:A Best-Evidence Synthesis,Review of Educational Research,1995(4):319-381.
[28]周宗奎.儿童社会化[M].湖北:少年儿童出版社,1995. 463.
[30]Ellis S , Rogoff,B , Cromer,C C.Age segregation in children’s social interaction[J].Developmental Psychology,1981(7).
[31]杨丽珠,吴文菊.幼儿社会性发展与教育[M].辽宁:辽宁师大出版社,1995. 463.
[32][33]吴放,邹泓.幼儿与成人依恋关系的特质和同伴交往能力的联系[J].心理学报,1995(4).
[35]教育大词典. 上海:教育出版社,1990(6):442.
[36]章人英.社会学词典.上海:辞书出版社,1992.151.
[37]张春兴.张氏心理学辞典.东华书局,1989.340.
[38]陆春燕.在“互动”中引导幼儿实现“个体建构”.2005 年 1、2 月(下旬).
[39]J·W·蒂博特,H·H·凯利. 群体社会心理学:两人互动[C]. 见:周晓虹主编.现代社会心理学名著菁华. 南京大学出版社,1992.315.
[40][43]刘晶波.师幼互动行为研究-我在幼儿园里看到了什么[M]. 江苏:南京师范大学出版社,2005. 19,64.
[41]中国大百科全书-社会卷.中国大百科全书出版社,1991.303.
[42]恩格斯.自然辩证法[M].人民出版社,1971.228-229.
[47][51]王滨.幼儿园混龄教育背景中的幼儿异龄互动的研究[D]:[硕士学位论文].上海:华东师范大学学前教育与特殊教育学院,2004.
[48]赵箐.幼儿园混龄课程园本化研究[J].课程改革探索,2005(10).
[49][50]张博.论幼儿交往生活的缺失[J].南京师大学报(社会科学版),2000(6):55.