【作者】 龙红芝；

【导师】 李季湄；

【作者基本信息】 华东师范大学 ， 学前教育学， 2004， 硕士

【摘要】 同伴关系对幼儿发展起着成人无法替代的作用。良好的同伴关系对幼儿认知、情感和社会性发展都有积极的影响。不良的同伴关系则会给幼儿心理发展和社会适应带来消极的影响。同时，幼儿中、后期是同伴关系发展的敏感时期，对同伴关系不良的幼儿进行教育干预具有很重要的意义。 本研究选取兰州市某幼儿园3名被忽视幼儿为研究对象(其中1名幼儿中途退出)，以生态学理论和多元智能理论为指导思想，通过设计、实施一系列幼儿积极参与的、能发挥其智能强项的活动，能改善家长教育水平的活动和有效促进家园互动沟通的活动，对同伴关系不良的幼儿进行了持续14周的教育干预。在干预过程中，对多个变量(交往频率、交往范围、交往积极性、交往主动性、成功交往比率、交往回合数)进行了观察、记录，评估了幼儿同伴交往的情况；干预结束后，使用同伴提名、教室模型等方法对幼儿同伴关系的发展进行了评定。结果是：被干预幼儿同伴交往的多个变量水平高于基线；干预后幼儿建立了相对稳定的交往结构；家长对幼儿的评定也发生了较大变化。 本研究表明：充分利用幼儿的智能强项，让其在智能强项领域的活动中与同伴交往的教育干预方案，对发展其良好的同伴关系和交往能力是有效的，具体体现在提高了幼儿交往频次，扩大了交往范围，改善了交往质量。更多还原

【Abstract】 Peer relationship plays a unique role in preschool children’s development. A good relationship will have a positive influence on preschool children’ cognitive, emotional and sociality development, while, a poor relationship will have a negative affect on preschool children’s psychological development and social adaptability. It is significant to intervene thepreschool children with poor relationship during the critical period--the later period ofpreschool.Three neglected preschool children in a kindergarten in LanZhou are chosen as my research objects (one of them withdraws). Using ecology theory and multiple intelligence theory as guiding ideology, the writer designs and implements a series of activities, which can develop preschool children’s intelligent fortes by active participation, improve parents’ educational level and strengthen the understanding and communicating between parents and kindergarten. These preschool children with poor companionship are intervened continuously for 14 weeks. In the course of intervention, multiple dependent variables, such as interaction frequency, interaction scope, interaction enthusiasm, interaction initiative, successful interaction rate and interaction times, are observed and recorded. The peer relationship development of preschool children is evaluated by peer nomination and classroom model. Consequently, the variables level of those preschool children’s peer interaction is higher than the base line. After intervention, they have formed a relatively stable interaction model and their parents’ assessments also have changed.The research shows that the educational intervention project which makes full use of preschool children’s intelligent fortes in their peer interaction is effective to develope a healthy peer relationship and interaction ability. That is, the project increases preschool children’s interaction frequency, expands their scope and improves their interaction quality.更多还原