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題名 | 輔導害羞幼兒適應幼兒園生活之行動研究=An Action Research of Assisting a Shy Child to Adapt to Preschool Classroom Life |
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作者 | 傅琍玲; 蘇育令; | 書刊名 | 幼兒教保研究期刊 |
卷期 | 16 2016.01[民105.01] |
頁次 | 頁31-59 |
分類號 | 523.2 |
關鍵詞 | 害羞幼兒; 行動研究; 幼兒園; Shy children; Action research; Preschool; |
語文 | 中文(Chinese) |
中文摘要 | 本研究使用行動研究法,探討幼兒園教師如何運用輔導策略,協助害羞幼兒適應學校生活。害羞而導致幼兒入學適應之困難,也是教學現場的幼教師們,經常面臨到的幼兒發展問題之一,因此希望能增加對幼兒園中害羞幼兒的認識及幫助。以開學的第一個月的班級幼兒-小帆為研究對象,透過訪談與觀察記錄發現:一、小帆的害羞受先天及後天因素交互影響;二、實施多元輔導策略(繪本故事、團體遊戲、行為改變技術、善用受歡迎幼兒、提供社交技巧)的成效;三、早期介入,對有助於改善小帆害羞的情形。最後,研究者依據發現與結果,針對如何協助害羞幼兒適應幼兒園生活之議題,對教師、家長與未來研究者提出具體建議。 |
英文摘要 | This study presented an action research and discussed how a preschool teacher applied strategies to assist a shy child to adapt to school life. The researcher observed the preschool child in the class during the first month of school, and selected a child named Hsiao-fan as the research subject. Hsiao-fan's performance in school adaptation and interaction with peers were recorded. Based on interviews of parents and class observations, the researcher investigated the factors causing Hsiao-fan's shyness, planed strategies to assist Hsiao-fan to improve the condition of shyness and enhanced her adaptation to preschool life. The conclusions of this study are described into the following three parts: 1. Hsiao-fan's shyness is influenced mutually by congenital factors and acquired factors; 2. Effects of implementing multiple strategies contributes to improving Hsiao-fan's shyness. Based on the research findings, this paper provided suggestions for preschool teachers, parents and future researchers on how to assist shy children to adapt to preschool life. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。