童话心理分析及其在幼儿心理教育中的运用

【作者】 张莉；

【导师】 高岚；

【作者基本信息】 华南师范大学 ， 教育学原理， 2003， 硕士

【摘要】 本研究从心理分析理论出发，探讨了童话故事中蕴涵的心理意义，并根据这些心理意义，分析了童话故事在幼儿心理教育中的运用。整个研究分为三部分： 论文的第一部分首先梳理了童话的起源和演变，从中窥探童话的心理蕴涵；其次探讨了童话的内含，透视童话心理分析的意义，确定本文的研究范围：进而根据学前儿童心理发展的表现——自我力量的增强是通过处理亲子关系矛盾、自我发展冲突而实现的，选取了具有代表性的心理分析理论——弗洛伊德的人格发展理论、荣格的原型理论以及纽曼的自性发展理论，作为本研究童话心理分析的理论假设。 论文的第二部分对经典童话故事的主题内容、结构情节、表现手法进行了整体上的探讨，分析其中所蕴涵的心理意义。童话内容中的母子关系主题、自我成长主题、嫉妒心理主题正是学前儿童自我发展中面临的主要冲突；童话的情节发展类似“受难原型”，体现了儿童自我矛盾不断解决、自性不断成长、逐步完善的过程；童话中经常运用的表现手法展示了童话的幻想性特征，这种特征是通过象征、投射等心理学机制实现的，它说明了儿童在体验中解决心理冲突、实现能量转换的过程。这些分析从心理学的角度思考了儿童为什么喜欢童话以及其中的机制等问题。 根据前文所分析的心理意义，论文在第三部分探讨了童话故事在幼儿心理教育中三方面的运用：童话教育活动、童话测验和诊断以及童话治疗可作为一条龙连串起来。其中笔者比较详细地思考了幼儿园中的童话教育活动，从分析目前的事实出发，结合一实例，对如何在心理意义上进行童话教学提出了一定的建议和设想。更多还原

【Abstract】 Beginning with psychoanalysis theories, the thesis discusses the psychological meaning of fairy tale. Then analyzes the usages of fairy tale in children’s mental education.Part one retrospects the origin and evolvement of fairy tale to find its psychological significance; then discusses the connotation of fairy tale and defines the research field of this thesis; and then according to the representation of children’s psychology development, which is that the reinforcement of ego is realized by dealing with the contradictions of parent-children relationship and the conflicts of ego development, chooses some typical psychoanalysis theories, such as Freud’s personality development theory, Jung’s archetype theory and Neumann’s self development theory, as the theory hypothesis of fairy tale psychoanalysis.Part two debates several classic fairy tales’ themes, structures, and expression manners, analyzes their psychological meaning. In the contents of fairy tales, the themes of mother-child relationship, ego development and jealousness are the main conflicts that children would face in their ego’s growth. The plots of fairy tales are similar with the Suffering Archetype, which embodies the process that children gradually solve their self-contradictions and improve their self. The expression manners often used in fairy tales exhibits fairy tales’ character of imagination, which is completed through the mechanisms of symbolism and projection, and it explains how children solve their psychological conflicts and realize energy transformation. Those analyses psychologically answer why children favor fairy tales and the mechanism therein.Based on the previous analyses, part three discusses three usages of fairy tale in children’s mental education.. We should take educational activity of fairy tale, FTT and diagnosis, and fairy tale treatment as a whole. The thesis talks more detailedly about the educational activity of fairy tale in kindergarten. Beginning with the existing facts and combining with an educational example, the thesis brings forward some constructive suggestions on how to teach fairy tale in psychology.更多还原