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題 名 | 六位氣質類型幼兒的同儕關係=A Study on the Peer Relationship of Six Children's Temperament Types |
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作 者 | 王珮玲; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 30 1999.03[民88.03] |
頁 次 | 頁415-429 |
分類號 | 173.19 |
關鍵詞 | 同儕互動; 幼兒; 氣質類型; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的不僅在探討六位氣質類型幼兒與同儕互動最常出現那些行為?以及 在互動過程中,別的幼兒對此類為的嘆後,更想了解形成這些行為背後的意義,因此在研究 中,採觀察紀錄的方法,以求呈現幼兒與同儕互動的現象。因此我們在教室的實際情境脈絡 中,觀察記錄及分析六位氣質類型幼兒的同儕關係,以下為本研究主要發現: 1.好動型的同儕關係有:(1)會以肢體語言觸發或回應別人;(2)會主動地協助他人;(3)會 催促他人共做的事;(4)會向他人炫耀自己的能力。 2.社交型的同儕關係有:(1)會主動邀約或協助他人;(2)會迎合其他幼兒意見;(3)能同理 他人內在感受;(4)會適時出來排解其他幼兒的爭執;(5)給予他人建議。 3.自如型的同儕關係有:(1)會建議幼兒試試看困難的工作,再協助之;(2)會主動詢問他 人並加入活動;(3)會糾正小朋友不同確的觀念。 4.專注型的同儕關係:(1)會建議幼兒要有自主性;(2)以告訴老師為由來制止幼兒不適切 行為;(3)會主動詢問、邀約或協助幼兒。 5.文靜型的同儕關係有:(1)會尋求他人的協助;(2)敏感於幼兒的報怨;(3)不敢主動參與 陌生情境。 6.普遍型的同儕關係有:(1)不會以肢體語言回應他人;(2)會澄清及解釋幼兒對他的誤會; (3)會供給幼兒他正在使用的物品。 |
英文摘要 | The purpose of this study is not only to analyze the six types of children's temperament on the behaviors of peer relationship and response with other children's temperament in order to understand the phenomena on peer relationship. We enter into the classroom and analyze the peer relationship in learning activities in great detail within the broader social context. Only by doing so, can we fully understand the meaning of peer relationship on the six types of children's temperament. 1. the behaviors of very active type in peer relationship are: (1) to stir up or respond to the behavior of other children by body language; (2) to help their children voluntarily ; (3) to hurry the shared activity; (4) to show off his abilities. 2. the behaviors of sociable type in peer relationship are: (1) to invite or help other children voluntarily; (2) to cater to other' opinions; (3) to have the same feelings as the others; (4) resolve the arguments among other children; (5) to give suggestions. 3. the behaviors of easygoing type in peer relationship are: (1) to suggest other children try the difficult task before he helps them; (2) to ask permission voluntarily and to participate the activities; (3) to correct what the others think are wrong ideas. 4. the behaviors of concentration type in peer relationship are: (1) to suggest other children make their own decisions; (2) to tell the teachers as an excuses for the improper behavior of other children; (3) to ask or invite or help other children voluntarily. 5. the behaviors of quiet type in peer relationship are: (1) to ask for help from other children; (2) to be sensitive to the complaints of other children; (3) to fear to participate in a novel situation. 6. the behaviors of general type in peer relationship are: (1) not to respond to others by body language; (2) to explain or clarify the misunderstandings of others; (3) to share the things that he is using. |
本系統中英文摘要資訊取自各篇刊載內容。