| 武旭晌，张天羽，张向葵.在园幼儿学期内攻击性行为的发展特点——基于观察的短期追踪研究[J].陕西学前师范学院学报,2020,36(12):44-59 |
| 在园幼儿学期内攻击性行为的发展特点——基于观察的短期追踪研究 |
| The Development of Children’s Aggressive Behavior in Kindergartenwithin a Semester— A Short-term Follow-up Study Based on Observation |
| 投稿时间：2020-10-07 修订日期：2020-11-22 |
| DOI：10. 11995/j. issn. 2095-770X. 2020. 12. 007 |
| 中文关键词: ：幼儿 攻击性行为 学期 发展特点 追踪研究 |
| 英文关键词: children aggression semester development characteristics follow-up study |
| 基金项目:奕阳教育研究院青年学者研究项目（SEI-QXZ-2019-08） |
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| 中文摘要: |
| ：笔者以74 名3-6 岁儿童为研究对象，通过短期追踪观察探究在园幼儿攻击性行为学期内发展特点。结果表明，学期
初期是幼儿攻击性行为的高发时期和不稳定时期，年龄差异和性别差异不显著，到了学期中期，幼儿的总体攻击、身体攻击开
始呈现显著的年龄和性别差异；幼儿攻击行为在学期内发展不稳定，学期初期的攻击性显著强于学期中期；幼儿攻击事件发生
的背景活动总体上集中在规则要求较高、个体间接触相对频繁以及活动空间相对较少的游戏活动、集体排队和结构性教学活
动，尤其是连座式的结构性教学活动中，各年龄组又有所差异；幼儿攻击性行为在学期内易发生在男孩之间，女孩攻击对象的
性别具有不稳定性；教师的幼儿攻击干预策略单一，以放任型策略为主，且在学期初期更甚。教师需要从四个方面加强在园幼
儿攻击干预，辩证看待幼儿攻击性行为的普遍规律及其特殊性；基于空间特征适时有效定位幼儿攻击事发现场；合理把控攻击
事件形势，巧妙实施多主体、多形式干预；减少性别偏见，加强混性游戏活动。 |
| 英文摘要: |
| 74 children aged 3-6 were investigated to find out the development of children’s aggressive behavior within a semester in
kindergartens through observations. The results showed that: 1) the beginning of a semester was the period of high incidence and instability
of children’s aggressive behavior with little difference in age and gender and by the middle of the semester, the difference in age
and gender of children’s overall aggression and physical aggression began to show significant age and gender difference; 2) the development
of children’s aggressive behavior was unstable during the semester, and children’s aggression at the beginning of a semester wasmuch stronger than that in the middle of the semester; 3) children’s aggressive behaviors mostly happened in the context of games that
require strict rules, frequent contact between individuals, and relatively little space, group queuing and structured teaching activities,
which showed difference in age; 4) children’s aggressive behavior tended to occur among boys during the whole semester, while the gender
of the target was unstable in girls. 5) teachers’intervention strategies for children’s aggressive behaviors were quite single with a
laissez-faire approach, which were worse at the beginning of the semester. Teachers should enhance their intervention strategies from
the following four aspects: 1) paying attention to the universality and particularity of children’s aggressive behavior in a dialectical way;
2) timely and effectively locate the scene of children’s aggressive behavior based on the spatial characteristics; 3) reasonably analyze
the situation of an aggressive incident and adopt multiple intervention strategies according to multiple subjects; 4) reduce gender prejudiceand try to organize more gender-mixed game activities. |
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