幼儿园中的“好朋友们”-大班留读幼儿朋友圈同伴文化研究(硕士)
幼儿园中的“好朋友们”-大班留读幼儿朋友圈同伴文化研究(硕士)(论文70000字)
摘要： 朋友圈是儿童发展中的重要社会情境，幼儿在其中构建同伴文化，同伴文化包括同伴互动交往过程中产生并分享的一系列相对稳定的日常活动、自创活动、价值观念及思想，并包含互动行为过程中的内在心理特征及外在行为表现，它与幼儿的社会性发展互相影响、攀爬。本研究以观察法和访谈法为主要研究方法，记录同伴交往中的互动行为、频次，结合工具NodeXL绘制大班留读幼儿在班社交网络，划分出幼儿朋友圈，采用参与式观察法和访谈法还原好朋友的生成、维系的路径以及疏离的原因、表现，同时还原同伴交往中幼儿友谊的动态过程，以此来梳理大班留读幼儿朋友圈同伴文化及其特征。
研究结果：从好朋友生成到疏离过程中显性的同伴文化内容有：互惠性的分享方式，逗乐的禁忌与刺激，“礼尚往来”的夸赞行为，趋同心理，依托讲笑话和谜语显现出的幼儿社会性幽默，灰色童谣及传唱灰色童谣。针对各项路径及原因中未直接呈现的同伴文化，笔者再次分析案例和访谈记录，在讨论部分做出整理，内容包含：更容易发生冲突也更主动解决冲突；朋友圈成员互动行为过程中显现出的内在共有心理特征：稀奇心理、趋同心理、对升入小学的渴望心理；大班留读幼儿朋友圈针对同伴交往的价值观念及思想有：推崇真分享拒绝伪谦让、不喜欢爱撒谎和不守信的同伴、认为乐于助人的幼儿适合当朋友、喜欢性格开朗的幼儿、灰色童谣无害论。性别差异会引起朋友圈同伴文化的差异：朋友圈同伴相处的特点是男性成群，女性成双；流行、推崇的书籍、玩具、动画形象的不同,高结构玩具中，男生幼儿居多的朋友圈中多流行有动画形象的汽车造型、球类造型、变形金刚等玩具，女生幼儿多喜欢柔软的毛绒玩具、带有芭比元素的仿真娃娃等；男生幼儿居多的朋友圈开展的自创活动大多集中在游戏，游戏具有一定的竞争性，而女生幼儿的活动多集中在谈话，内容主题多围绕美和他人进行；安慰方式上,女性好朋友间更容易察觉和照顾彼此的情绪，就事情进行开导，男性好朋友间会通过转移、推搡、鼓动来消除他人的负面心理，以此达到安慰效果；疏离方式上，男生幼儿多以行为直接表达要疏离的结果，女生幼儿较男生幼儿来说，更爱聚集朋友圈的其他成员隐性攻击某名幼儿以达到共同疏离这名幼儿的目的。 [资料来源：http://www.doc163.com]
研究建议：摈弃掉对幼儿同伴文化机械化的处理方式，在尊重的前提下放手，让幼儿不再依赖我们的思维去建设自己的同伴文化，不评判幼儿在建设朋友圈时显现出的同伴文化好坏，谨记一个原则：身传比言教更重要，自我建设就是在帮助幼儿辨别同伴文化。
关键词：朋友圈 同伴文化 同伴交往 社会性发展
“good friends” in The Kindergarten
A Study on the Peer culture of the circle of friends in 5-and 6-year-old children
Abstract：Circle of friends is an important social situation in the development of children,young children build peer culture among them,peer culture includes a series of relatively stable daily activities,self-created activities,values and thoughts that are generated and shared during peer interactions and include the intrinsic psychological characteristics and external behaviors in the course of interactive behaviors,it interacts with children's social development and climbs.In this study, observation and interview were the main research methods.,the interactive behaviors and frequency of peer interaction were recorded.,In conjunction with the tool NodeXL,draw the class social network,divided children’s circle of friends.Participatory observation and interviews were used to restore the pathways of generation and maintenance of good friends,and the reasons for their estrangement and the performance for their dissociation were restored .At the same time,restored the dynamic process of children's friendship in peer interaction, in order to sort out the children's circle of friends peer culture and its characteristics.
The results of the study is:The explicit peer culture from the maintenance of a good friends to estrangement are:Reciprocal sharing,joyful taboos and excitement, the adulation of "reciprocity",conformity psychological,social humor of children show by telling jokes and riddles, gray nursery rhymes and sing gray nursery rhymes.Aiming at the situation of the peer culture which is not directly present in each path and reason, the author again analyzed the case and interview record, in the discussion section to make a collation, content includes:More prone to conflict and more proactive conflict resolution,internal shared psychological characteristics of members of the circle of friends during their interaction,curiosity,conformity psychological,a desire to enter primary school.The values and thoughts of peer interaction in the children's friend circle include:Adhere to true sharing and reject false modesty, do not like who does like lying and broken promises,thinking helpful toddlers are suitable as friends,like a cheerful young child,gray nursery rhymes are harmless. Gender differences will lead to differences in peer culture:The characteristics of friends get along with the circle is: men in groups, women in pairs;the differences between popular books, toys and animations,such as high structure toys, boys are more popular animation image of the car, ball modelling, Transformers and other toys in the circle of friends, girls like soft plush toys, simulation dolls with Barbie elements; The self-creation activities carried out by the circle of friends with more boys are mainly concentrated in games, which are competitive in nature, while the activities of girls are concentrated in conversation, and the main themes are focused on beauty and others; On the way of consolation, female friends are more likely to perceive and take care of each other's emotions, and enlighten others, male friends through the transfer, push, encouragement to eliminate the negative mentality of others, in order to achieve the comfort effect.In the way of estrangement, boys express the result of estrangement directly by their behavior,for girls,they are more likely to gather other children in the circle of friends to implicitly attack someone for the purpose of alienating the child.
This study puts forward some suggestions:We should move away from the mechanistic approach to peer culture in young children and let it go with respect so that young children do not rely on our minds to build their own peer culture;Do not judge the children in the construction of friends circle show the companion culture is good or bad, keep in mind a principle: body language is more important than words education, self-construction is to help children identify peer culture.
目 次
摘 要 I
Abstract II
1绪论 1
1.1选题缘由 1
1.1.1幼儿间的称兄道弟现象 1
1.1.2对《指南》中书写幼儿在社会领域方面的内容产生的思考 2
1.1.3基于科萨罗对童年社会学的研究 2
1.2研究意义
1.2.1理论意义
1.2.2实践意义
1.3国内外相关研究综述
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1.3.1关于同伴圈子的研究
1.3.2关于儿童同伴文化的研究
1.3.3关于同伴圈子与同伴文化的关系研究
1.3.4对已有相关文献的评价
1.4关键概念
1.4.1幼儿与大班留读幼儿
1.4.2好朋友
1.4.3朋友圈
1.4.4幼儿同伴文化
1.5研究设计
1.5.1研究目的
1.5.2研究对象选取
1.5.3研究方法
2研究结果和分析
2.1“好朋友”的生成
2.1.1你来我往的互惠性分享
2.1.2恰巧她（他）站了出来
2.1.3一次融洽的合作
2.1.4“含笑半步颠”
2.1.5破茧方成蝶
2.1.6心里都住着一只名叫“稀奇”的毛毛虫
2.1.7友情发起人
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2.1.8影响好朋友生成的因素
2.1.9小结
2.2“好朋友”的维系
2.2.1事倍功半与事半功倍的安慰
2.2.2“对不起，你不可以”
2.2.3我们都一样
2.2.4心里升起的欢喜溢到嘴边
2.2.5社会性幽默与社会笑
2.1.6来两句灰色童谣
2.1.7小结
2.3“好朋友”的疏离
2.3.1“坐标移动成为疏离的开始”
2.3.2“碰撞激起的水花淹没了船舱”
2.3.3“或许你是不能挺进大海的木船”
2.3.4“我要投入更广阔的海洋见识更美的海湾”
2.3.5“选择孤帆前进或重觅停泊港湾”
2.3.6小结
3讨论
3.1好朋友生成、维系、疏离与同伴文化的关系 [资料来源：www.doc163.com]
3.2 归纳大班留读幼儿朋友圈同伴文化
3.2.1流行于大班留读幼儿朋友圈的日常活动和自创活动
3.2.2 对“好朋友”相处行为方式解读
3.2.3 朋友圈成员互动行为过程中显现出的内在共有心理特征分析
3.2.4 基于大班留读幼儿交往过程分析其价值观念及思想
3.3性别差异引起的“好朋友”间同伴文化的差异
3.3.1 男性成群，女性成双
3.3.2 流行、推崇的书籍、玩具、动画形象的不同
3.3.3日常活动和自创活动的内容、表现差异
3.3.4安慰方式的差异
3.3.5冲突类型和解决方式的异同
3.3.6疏离的方式和被疏离后的表现不一
4反思
4.1在尊重的前提下或放手或介入
4.2关注幼儿同伴文化加强自我建设
5研究不足与展望
参考文献
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