臺灣博碩士論文加值系統

衝突行為是幼兒發展過程中不可避免的現象。衝突行為經由成人的介入及疏導能漸次的產生效果；因此啟發幼兒對衝突的認知及教師介入處理幼兒衝突行為有探討的必要。
本研究以質性個案方式探討幼兒的衝突行為及教師的處理策略，個案為澎湖縣一所國小之附設幼稚園，學生人數為29人及正式教師二人；經由八個月共28次的觀察(共42個案例)及兩次正式的教師訪談結果顯示幼兒的衝突行為有以下的現象：
一、有些衝突行為會不假思索，立即反應。
二、持續時間短暫，平均為25秒。
三、衝突的對象鮮少有重複，本案例中僅有一例。
四、幼兒衝突焦點容易因為外界環境的影響而轉移。
五、幼兒衝突經處理後大部分可以合好如初，似乎很快就忘記。
六、衝突行為有性別差異；本案例中，男童間的衝突些微超過七成，女童間的約佔二成，男女混合的約有一成。
在教師的處理策略上則可歸納成下列的四個階段：
一、初級階段：
以聲音或訊號制止，最常見於肢體衝突，因為衝突發生時聲音動作較大，容易影響到他人或團體並使教師注意到。
二、核心階段：
教師以傾聽探究原因並加以分析說明、善作比喻、給予建議。此外利用唱歌、數數、說故事以靜幼兒心境。
三、整飭階段：
讓幼兒藉由握手、道歉、承諾等動作來忘記衝突行為並恢復和諧。
四、延伸階段：
經由課程設計、角落佈置等讓幼兒在生活中建立常規，減少衝突次數；此外，能與家長取得良好的互動關係。
最後本研究依據觀察的過程及結果分別對教師、家長、園所及未來研究者提出建議。

Conflict behavior is one thing which can not be avoided in a child’s developmental period. Adults’ intervention and guidance will gradually produce effects to children’s conflict behaviors. Therefore, it is necessary to research and study children’s recognition to conflict behaviors and teachers’ resolution strategies.
Qualitative methods were employed to study children’s conflict behaviors and teachers’ resolution strategies in this case study. The subject is an affiliated kindergarten of one elementary school in PengHu; there are 29 toddlers and two teachers in the class. After 28 observations (42 cases were observed) in eight months and two formal interviews with the teachers were made, the researcher found some characteristics in child conflict behaviors:

1.In some cases, children developed conflictions without thinking, they responded to their companies’ actions or behaviors right away.
2.The data on conflict in early life suggested that children’s disputes with peers are typically brief, with an average of 25”.
3.There were very few repeated subjects in children’s confliction; only one case was found in this study.
4.The center of conflictions were easily influenced and transferred by environmental factors.
5.Most children could return to regular through teachers’ intervention to the conflictions. Children seemed to forget conflict behaviors easily.
6.Gender difference was found in children’s conflictions. Over 70% of the cases occurred between boys, nearly 20% of them occurred between girls, and about 10% of them were between boys and girls.

In regards to the strategies teachers pursued, four stages were summarized as follows:

1.Beginning Stage:
Teachers use voice or signal to intervene conflictions, especially when physical harm is involved. Since physical conflictions develop loud sound and forces, teachers are easy to notice them.

2.Center Stage:
Firstly, teachers listen to toddlers and look for the origin of the disputes. Teacher then analyze and explain their thoughts, use examples and give suggestions to make children understand. In addition, teachers use singing, counting numbers and story-telling to stabilize children’s emotion.
3.Making-up Stage:
Children forget their conflictions and return to peace by shaking hands, apologizing and promising.
4.Extended Stage:
Teachers establish children’s routines in their daily life through course design and corner arrangements to reduce frequency of children’s conflicts. Besides, it is important to build good relation and communication with parents.

Finally, based on the observation process and results, the researcher provided some suggestions to teachers, parents, the kindergarten and future researchers.

目 錄
中文摘要 I
英文摘要 III
誌謝 V
目錄 VII
表目錄 X
圖目錄 XI

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 名詞釋義 5
第二章 文獻探討 7
第一節 衝突的意義 7
第二節 場地論 9
第三節 人格結構論 11
第四節 競爭挫折論 13
第五節 情境論 14
第六節 生態論 15
第七節 幼兒衝突發生的原因 15
第八節 幼兒衝突的情境 18
第九節 幼兒衝突的類型 19
第十節 幼兒衝突的處理策略 24
第三章 研究方法與步驟 33
第一節 研究方法 33
第二節 研究對象 35
第三節 研究的信度與效度 35
第四節 研究體系與流程 38
第五節 研究的範圍與限制 39
第四章 結果與討論 41
第一節 個案的屬性描述 41
第二節 資料的取得 47
第三節 衝突行為頻率的解析 51
第四節 價值衝突與處理 54
第五節 規範衝突與處理 60
第六節 空間衝突與處理 64
第七節 語言衝突與處理 71
第八節 認知衝突與處理 80
第九節 情緒衝突與處理 84
第十節 肢體衝突與處理 90
第十一節 處理策略 109
第十二節 綜合討論 111
第五章 結論與建議 118
第一節 結論 118
第二節 建議 120
參考文獻 125
附錄表一 幼兒衝突行為紀錄表 130
附錄表二 幼兒衝突行為分錄表 131

表 目 錄

表4-1 教師對最常見衝突行為的排序表 50
表4-2 幼兒衝突行為發生累積次數人數統計表 51
表4-3 幼兒發生衝突行為教師介入處理統計表 52
表4-4 衝突類型次數與持續時間統計表 52
表4-5 幼兒衝突行為依性別及介入人數之次數統計表 53
表4-6 價值衝突類型及處理簡析表 58
表4-7 規範衝突類型及處理簡析表 63
表4-8 空間衝突類型及處理簡析表 68
表4-9 語言衝突類型與處理簡析表 77
表4-10 認知衝突類型與處理簡析表 83
表4-11 情緒衝突類型與處理簡析表 88
表4-12 肢體衝突類型與處理簡析表 104
表4-13 衝突類型分析歸納表 114

圖 目 錄

圖2-1 衝突水準與成就表現 25
圖3-1 本研究體系與流程圖 38
圖4-1 本個案班級教室平面示意圖 44
圖4-2 本個案班級教室平面示意圖 46
圖4-3 教室座位安排 68
圖4-4 幼兒衝突過程模式圖 112
圖5-1 幼兒衝突行為教師處理過程模式圖 118

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