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研究生:周宜佳
研究生(外文):Chow, I-Chia
論文名稱:害羞幼兒同儕互動之探究
論文名稱(外文):The Study of Shy Children’s Peer Interaction
指導教授:王珮玲王珮玲引用關係
口試日期:2019-07-11
學位類別:碩士
校院名稱:臺北市立大學
系所名稱:幼兒教育學系
學門:教育學門
學類:學前教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:79
中文關鍵詞:害羞幼兒同儕互動
外文關鍵詞:shy childrenpeer interaction
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本研究主要目的是探討害羞幼兒與其同儕互動的過程,包含害羞幼兒主動開啟與被動回應的方式,期望能了解害羞幼兒主要的互動模式,提供未來研究方向及給予實務現場教師建議。
研究對象是透過教師推薦後,篩選出兩位大班幼兒。並以觀察方式蒐集資料,研究者選擇在自然情境中作為觀察的主要時段,過程運用錄影機、相機及錄音筆等的研究工具進行記錄,蒐集73則資料,並將所觀察資料適時與班級老師討論後,依文獻中的分類要項,進行資料的處理。
研究發現,害羞幼兒主要開啟互動的方式為透過看見他人的需要後,運用肢體的方式,偶爾口頭的輔助,來達到與同儕互動的結果。大多的時候,因為得到實際的幫助後,同儕都會表現出正向的回饋,不過當同儕覺得所做的行為被害羞幼兒提醒時,會不願顯現順從的表現。在回應互動的方式上,無論是參與遊戲、拒絕請求,甚至是處理故意行為時,害羞幼兒大多時候也都使用肢體的方式做回應。
害羞幼兒不論是主動開啟互動或是被動回應上,都以肢體的行為來做為主要表達的方式,這樣的結果可能的原因是自身特質、環境因素及同儕因素所導致。如果期望害羞幼兒能逐漸的透過口語表達,可以先透過老師的班級營造及正向語言的鼓勵,讓害羞幼兒自然而然在放心地說出自己的想法及意見,並設計課程,使班級同儕知道與害羞幼兒相處方式,慢慢的,因為了解後,會使同儕對於害羞幼兒的行為表現,表現出更大的接納度。
The purpose of this study is to investigate the process of interactions between shy children and peers, including active and passive responses. It is expected to understand the main interaction patterns of shy children, to provide future research directions and to give advice to teachers.
The teacher of the kindergarten has selected two 5-6 years old children for this study. In the way of collecting data, the researcher chooses the time when the children are in their natural environment to record the observations. Certain research tools were used in the processes, including a video recorder, a camera and a voice recorder. The contents of observation were discussed with the class teachers afterward. The observation and induction data are integrated, summarized and analyzed with reference to the researcher's own interactive patterns. According to this research, it is found that under four situations, shy children may open active interactions in various manners. And under another three situations, shy children may open passive responses to peers in various manners.
This study found that shy children mainly open their interactions by seeing the needs of others. Then they will use physical methods, and occasionally verbal assistance to interact with peers. In most occasions, because of their actual help, peers will show positive feedback. However, when peers felt that their behaviors were not appreciated, they will not obedient any longer. In responding to interactions, whether it is participating in games, refusing requests, or even dealing with deliberate behaviors, shy children often use physical methods to respond.
Shy children, whether positively initiate an interaction or passively receive a response, they prefer to use physical behaviors as the main way of expression. The reasons could be deriving from their own personality, or due either to environmental factors or to peer factors. If we want shy children to gradually express themselves, the teacher has to create a warm and harmonious environment in the class. It will directly affect the whole class to show greater acceptance, then shy children will naturally speak out their own feelings and opinions.
摘要 I
Abstract II
圖次 III
表次 III
第一章 緒論 1
第一節 研究動機 1
第二節 研究問題 3
第三節 名詞釋義 4
第二章 文獻探討 5
第一節 害羞的意涵 5
第二節 幼兒的同儕互動 12
第三節 害羞幼兒的同儕互動 19
第三章 研究設計與實施 23
第一節 研究場域 23
第二節 研究對象 30
第三節 研究實施過程 32
第四節 研究資料整理與分析 35
第五節 研究工具 40
第六節 研究信度 43
第四章 研究結果與討論 44
第一節 害羞幼兒主動開啟互動方式 44
第二節 害羞幼兒回應同儕互動方式 55
第五章 結論、建議與限制 64
第一節 結論 64
第二節 建議 67
第三節 限制 69
參考文獻 71
附錄 78
附錄一:觀察記錄範例 78
附錄二:家長同意書 79
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