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題 名 | 幼稚園大班的畢業生真的準備好上一年級了嗎?國小新生的同儕關係與學校適應=Are 6-year-olds Ready for the First Grade?--The First-graders' Peer Relations and School Adjustment |
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作 者 | 余思靜; | 書刊名 | 臺東師院學報 |
卷 期 | 10 1999.06[民88.06] |
頁 次 | 頁123-154 |
分類號 | 523.2 |
關鍵詞 | 同儕關係; 學校適應; 幼小銜接; 質的研究; Peer relations; School adaptation; School transition; Qualitative study; |
語 文 | 中文(Chinese) |
中文摘要 | 很多研究已指出同儕,特別是朋友,是幫助孩子日後長期社會適應的重要媒介( Berndt, Hawkins, & Hoyle, 1986; Berndt, & Perry, 1986; Rizzo, 1989; Yu, 1994 ) 。本研究的第一個主要目的的在探討現今幼稚園大班的孩子進入國小一年級後如何發展其同 儕關係和結交朋友。本研究第二個主要目的是探究這些國小一年新生的學校適應和其與友誼 發展之間的相關,也就是想知道這些孩子的“朋友”是否有助於其適應新的學習情境。幼稚 園大班的應屆畢業生真的準備好進入國小嗎?這是當前的熱門論題。在現階段的教育體制中 ,幼稚園和國小的學習情境差異級大。所以本研究不但想探究如何在有限的空間時間下發展 其與同儕的友誼關係,還想要瞭解新生在國小一年級如何適應新的學習情境與其同儕或朋友 在學校適應上所佔的角色。 Vygotsky 的社會化文化發展理論( sociocultural development ),和 Bronfenbrener 的環境論( ecological theory )是解釋孩子行為的 理論架構。 本研究是一質的研究( qualitative study )。透過訪談和觀察,研究者繼續 追蹤上一研究的 5 位研究對象在進入國小一年級後, 他們如何發展同儕關係和結交朋友, 以及學校適應狀況。並同時探究孩子的同儕關係,特別是友誼發展,與孩子學校適應之間的 關係。相關的文件(例如:學校評量)的收集是另一重要的資料來源。資料分析和資料收集 同時進行。結果顯示國小一年級的新生同儕關係的發展和學校適應是受到孩子個人的特質和 情境(例如:家庭和學校)的交互影響。另外,孩子的同儕關係是孩子能否適應學校(也就 是,喜歡上學)的重要原因。 |
英文摘要 | Recent studies indicate that peers and friends serve important and diverse functions in children's life (Berndt, Hawkins, & Hoyle, 1986; Yu, 1994). This study was designed to examine how kindergartners develop their peer relations and make friends in the first grade. Because the educational systems in the elementary school and kindergarten are tremendously different, the second goal in this study was designed to learn what kinds of problems the first-grade children have when they enter the elementary school, how the first-grade children adapt to the new learning context by themselves, and what the role their peers and friends play in the adaptation in school. Vygotsky's (1978) perspectives and Bronfenbrener's ecological theory (1979) were used to theorize the friendship development and adaptation processes. 5 first-grade children who have been observed in the kindergarten wer choose from one public elementary school in this qualitiative study. A qualitative study during children's first grade year included formal and informal interviews with teachers and parents, observation of children in variety of contexts at school, and document collection. Findings showed that the children's peer relations and school adaptation were the consequence of an interplay between themselves and their sociocultural contexts. The children's peer relations seemed to have an impact on the children's school adaptation. |
本系統中英文摘要資訊取自各篇刊載內容。