影响幼儿自我管理素质发展的因素研究

　　目 录
　　
　　摘 要
　　
　　Abstract
　　
　　第一章 引言
　　
　　一、问题的提出
　　
　　（一）幼儿自我管理能力培养的必要性
　　
　　（二）幼儿自我管理能力培养的可行性
　　
　　（三）幼儿自我管理能力培养中存在的基本问题
　　
　　（四）自我管理能力发展对幼儿及整个人生的重要意义
　　
　　二、文献综述
　　
　　（一）幼儿自我管理能力内涵、发展水平及表现特征等方面的相关研究
　　
　　（二）幼儿自我管理能力培养的相关研究
　　
　　三、核心概念界定
　　
　　（一）幼儿
　　
　　（二）管理能力
　　
　　（三）自我管理能力
　　
　　（四）幼儿自我管理能力
　　
　　四、研究的目的及意义
　　
　　（一）研究目的
　　
　　（二）研究的意义
　　
　　五、研究方法
　　
　　（一）文献法
　　
　　（二）观察法
　　
　　（三）问卷调查法
　　
　　第二章 幼儿自我管理能力发展现状比较分析
　　
　　一、幼儿自我管理能力发展的一般特征
　　
　　二、不同幼儿自我管理能力发展状况分析
　　
　　（一）不同年级幼儿自我管理能力发展状况分析
　　
　　（二）不同性别幼儿自我管理能力发展状况分析
　　
　　（三）不同家庭教育环境下幼儿自我管理能力发展状况分析
　　
　　（四）不同幼儿园教育环境下幼儿自我管理能力发展状况分析
　　
　　第三章 影响幼儿自我管理能力发展因素的相关性分析
　　
　　一、内部因素
　　
　　（一）年龄与幼儿自我管理能力发展的相关性分析
　　
　　（二）性别与幼儿自我管理能力发展的相关性分析
　　
　　二、外部因素
　　
　　（一）家庭教育因素与幼儿自我管理能力发展的相关性分析
　　
　　（二）幼儿园教育因素与幼儿自我管理能力发展的相关性分析
　　
　　第四章 提高幼儿自我管理能力发展水平的建议
　　
　　一、规范家庭教育环境，提高家庭教育质量
　　
　　（一）规范各家庭成员的思想与行为，形成教育合力
　　
　　（二）合理利用幼儿的模仿，对幼儿进行榜样教育
　　
　　（三）给幼儿提供自己动手的机会，引导幼儿适当体验生活
　　
　　（四）走进幼儿的世界，与孩子保持良好的沟通
　　
　　（五）给孩子提供同伴交往的机会，引导幼儿与他人交往
　　
　　（六）科学对待幼儿发展中的问题，理性对待偶然事件
　　
　　（七）加强与幼儿园合作，提高育儿水平
　　
　　二、保证幼儿园教育水平，塑造合理的教育环境
　　
　　（一）建立规范性的发展档案，使幼儿自我管理能力发展系统化
　　
　　（二）注重常规建设，加强规则教育
　　
　　（三）对幼儿进行合理的榜样教育
　　
　　（四）创设相关性适宜环境，合理进行潜移默化
　　
　　（五）合理利用各种游戏，开展相关性的区域活动
　　
　　（六）优化家园关系，共推幼儿自我发展
　　
　　（七）内化自我管理，做好幼小衔接
　　
　　结 语
　　
　　参 考 文 献
　　
　　致 谢


　　摘 要
　　
　　幼儿期是自我管理能力发展的萌芽时期，身心各方面都处于快速发展中，独立行走、自我意识、情绪情感、意志力、思维力等身心机能的发展为幼儿自我管理能力的发展及培养提供了可能，有必要从幼儿期就开始有意识地培养孩子的自我管理能力，这既是国家政策文件的要求、教师和家长的期望，也是幼儿自我身心协调发展的内在需求。从幼儿这一特殊群体特性出发，幼儿自我管理能力的基本结构包括基本的自理能力、简单的自我认知能力、初步的情绪管理能力、浅显的自制-坚持力、低层次的自我组织能力和蒙昧的自我调控能力。欲提高幼儿自我管理能力的发展水平，必须了解其发展状况以及与发展相关的影响因素，从而能够针对性提出建议。
　　
　　对幼儿自我管理能力发展现状进行比较性分析，结果发现，幼儿自我管理能力及其各结构的发展，在广度上呈现均衡的状态、在深度上呈现中等偏上发展水平的一般特征；在年龄上的差异性比较明显，其发展水平随着年龄的增长不断提高，但在性别上的差异不明显，男孩与女孩的发展水平在总体上并没有呈现显着性差异，但是在小班阶段，女孩的发展水平优于男孩，而在中班和大班阶段并不明显；从幼儿成长的主要环境上讲，在不同的家庭教育环境下发展的差异性明显但其差异性呈现减弱的趋势，在不同的幼儿园环境下发展的差异性较大且其差异性呈现加剧的趋势。
　　
　　对幼儿自我管理能力发展的影响因素进行相关性分析，结果发现，在内部因素上，年龄与幼儿自我管理能力发展的相关性显着，生理成熟是影响发展的主要因素，而性别差异与发展的相关性不大；在外部因素上，家庭教育因素的影响比较明显，但在总体影响力上呈现减弱的趋势，幼儿园教育因素在发展中占据重要地位，随着年级的提高，其影响力呈现上升的趋势。在幼儿自我管理能力发展上，家庭经济状况较好的情况，相对于较差或特别好的情况来说，更有利于发展，但并不明显；非独生子女的情况明显优于独生子女的情况；家庭教养方式为民主型和任由型的情况更有利；较好的家庭关系更有利于发展；在学历背景上，母亲较高的学历背景相对于父亲较高的学历背景来说，对发展的影响更明显；父母陪伴孩子玩耍及沟通的时间越长以及孩子参与社区玩耍越频繁对发展越有利；条件较好的公立性幼儿园或机关附属幼儿园对发展更有利，但并不明显；教师职业性质相对比较稳定的在编人员和合同性人员更有利于发展；教师学历和保育员学历越高越有利于发展；班额越小、师生比例越小越有利于发展。
　　
　　依据对幼儿自我管理能力发展的的比较分析及其影响因素的相关性分析，从家庭教育和幼儿园教育两个方面提出供家长和幼儿教师参考的发展建议。在家庭教育环境中，成人要规范家庭成员的思想和行为，保证家庭影响的统一性、一致性和稳定性，力图形成统一的教育合力；家长要为幼儿提供发展自我管理能力能够模仿的榜样，注重榜样的作用；家长要走进幼儿的世界，与幼儿保持良好的沟通，要多提供幼儿能够自己动手、与同伴交往的机会；家长要科学对待幼儿发展中出现的问题，理性对待偶然事件；家长还有注意加强与幼儿园的针对性合作，提高育儿水平。在幼儿园教育环境中，幼儿教师要建立规范性的发展档案，使幼儿自我管理能力发展系统化；要注重常规建设，加强规则教育；要对幼儿进行合理的榜样教育，塑造“标杆”;要创设相关性适宜环境，合理促进自我管理的潜移默化；要善于利用各种游戏，开展相关性的区域活动；要注意优化家园关系，形成教育合力；要促进自我管理的内化，为幼小衔接做好准备。
　　
　　关键词：幼儿；自我管理能力；发展；影响因素；差异性；相关性；家庭教育；幼儿园教育


　　Abstract
　　
　　Early childhood is the budding period for the children to develop their self-controlability. In this period their mental and physical development are growing rapidly. Theability of walking, self-consciousness, emotion, willpower and thinking make it possiblefor the children to develop their self-control ability. It's necessary to cultivate theinfants' self-control ability from the early childhood, which is both the requirement ofnational policy and the expectation of teachers and parents. Besides, it is the innerrequirement of the children's own coordinated development. Its development andenhancement may meet the requirement of the infants' mental and physicaldevelopment, which may also save their teachers and parents much time and energy.
　　
　　Given the special characteristics of children, the basic structure of children'sself-management include self-care ability, simple cognitive ability, preliminary emotionmanagement ability, simple self-control and perseverance ability, low self-organizationability and innocent self-adjustment ability. The factors affecting children'sself-management ability are mainly generic factor, environmental factor of familyeducation, environmental factor of kindergarten education, and other social factors. Thefamily and kindergarten education factors which we can take under our controleffectively are the main fields we study the children's self-management ability.
　　
　　We get some data by making empirical investigation of development status ofchildren's self-management ability combining the family and kindergarten educationenvironment where they grow up and analyze the data using SPSS statistical dataprocessing software. The overall results are as follows. The development of children'sself-management ability differs in the age obviously and the level of development isrising along with the age. But the difference in sex is not obvious. The level ofself-management ability of boys are general the same with that of girls. In the first stageclass, the development of girls is better than that of boys, but this is not obvious in themiddle and last stage class. The affection of family education environment is alwaysobvious, especially in the first stage class and the first half of middle stage class. Theaffection decreases overall. In the development of self-management ability, the familywith relatively good economic condition is more conductive to the children comparedwith the poor and particularly good situation, but this is not significant. The situation offamily with more than one child is obviously better than that of family with only onechild. The democratic and free ways of family education are more favorable. Fair familyrelationship is good for the development. The higher education background of a motherhas more significant influence on children than that of a father. The longer the parentsaccompany the children and the more frequently the children participate in communityactivities, the better the development of children's self-management ability. Theaffection of kindergarten education environment occupies an important position in thedevelopment of children's self-management ability. Its influence shows a rising trendwith the increment of the grade. In the development of children's self-managementability, the public kindergartens with better conditions and the kindergartens affiliated toorgans are more favorable to the development, but this is not obvious. Those on theregular payroll and contractual staff are more conducive to the development. Smallerclass and smaller ratio of the teacher to student are more conducive to the development.
　　
　　Through the investigation and analysis, in the process of developing and cultivatingearly childhood's self management ability, there are following problems in the familyeducation environment: the difficulty in forming a unified educational resultant force,the hardness of targeted training, the lack of stability in the process, the limited space ofearly childhood's self-control ability development, the shortage of time for children toparticipate in the community. Parents often do everything on behalf of children, andwrongly treat the problems in children's development. The content and form of familyeducation are too simplex. The causes of these problems are various, mainlyconcentrated in the backwardness of parents' educational idea, the limitation oftraditional culture and knowledge, the lack of effective parenting approaches and so on.
　　
　　The main problems existing in the kindergarten education environment: the unclearteaching goal of kindergarten teachers, incomprehension of the education content,inflexible education method, chaotic activities; lack of free space for the development ofearly childhood's self-management ability; lack of systematic and targeted educationactivities module in kindergarten education planning. In the process ofkindergarten-family collaboration, targeted cooperation is lacked. The mainly causes ofthese problems are the kindergarten culture background and rules, the requirements andpressure of the parents, the limitation of the preschool teachers'quality levels , etc.Based on the analysis of the existing problems and causes in the development andcultivation of early childhood's self-management ability, this thesis puts forward thetraining strategy for parents and kindergarten teachers from the aspect of familyeducation and kindergarten education. In the family education environment, the adultsshould norm the family member's thoughts and behaviors, ensure the unity, consistencyand stability of family influences, and try to form a unified educational resultant force;Parents should set an imitate example for the development of young children's self-management ability, and pay more attention to the role of the model. Parents should gointo the children's world, keep good communication with children, provide moreopportunities for children to do things by themselves, and provide more opportunitiesfor children to communicate with peers; Parents should treat the problems appeared inchildren's development scientificly; Parents should also pay attention to strengthen thekindergarten-family collaboration, in order to improve the level of parenting. In thekindergarten education environment, the kindergarten teachers should build normativeof developmental documents, to make the development of self-management abilitymore systematic; Pay attention to the conventional construction and strengthen the rules;Carry on the reasonable model of preschool education and build the “bar”; Create acorrelation suitable environment, promote the osmosis of self-management; Use allkinds of games rationally and carry out regional activities related; Pay attention to theoptimization of kindergarten-family collaboration to form educational resultant force;Promote the internalization of self-management and make good preparation fortransiting to primary school.
　　
　　Key Words: preschool children; self-management ability; development; influencefactors; difference; relativity; family education; kindergarten education