摘要当前，人们对孩子们的社会性的发展越来越重视，而影响孩子们社会性发展中最重要的是孩子们与孩子们间的同伴互动，这对于孩子们的发展有着非常重要的意义，能促进孩子们的认知与社会性等方面的发展。同时，孩子们在良好的互动过程中可以慢慢获得积极的交往技能，完善孩子们的人格发展以及逐渐形成自己的态度和价值观念。建构区为孩子们同伴间的交往互动提供了广阔的空间，孩子们在建构区中与同伴更容易产生互动，这为教师研究同伴互动提供了便利的条件。因此教师对建构区活动中孩子们同伴互动的关注，有助于进一步了解同伴互动的特征，从而更好地引导同伴互动，以促进同伴互动的发展。本研究以西安市C孩子们园的大班孩子们为研究对象，采用文献法、事件取样观察法、访谈法，运用《建构区活动中孩子们同伴互动观察记录表》对孩子们同伴互动进行观察。本研究从同伴互动主题、同伴互动方式、同伴互动的情绪、同伴互动诱因、同伴互动结果、互动时长6个方面分析孩子们同伴互动的差异。在此基础上探讨影响孩子们同伴互动的因素以及在孩子们互动过程中教师应该给予怎样的指导。最后从建构区活动的支持层面、教师层面、家庭层面提出相关建议。关键词：孩子们；同伴互动；建构区；教师指导题目孩子们园建构区中孩子们互动现状研究——以西安市C孩子们园为例IAbstractNowadays,peoplepaymoreandmoreattentiontothesocialdevelopmentofchildren,andthemostimportantthinginthesocialdevelopmentofchildrenisthepeerinteractionbetweenchildren,whichhasaveryimportantsignificanceforthedevelopmentofchildren,canpromotethedevelopmentofcognitiveandsocialaspectsofchildren.Atthesametime,intheprocessofgoodinteraction,childrencangraduallyacquirepositivecommunicationskills,improvetheirpersonalitydevelopmentandgraduallyformtheirownattitudesandvalues.Theconstructedareaprovidesabroadspaceforchildrentointeractwiththeirpeers,anditiseasierforchildrentointeractwiththeirpeersintheconstructedarea,whichprovidesconvenientconditionsforteacherstostudythepeerinteraction.Therefore,teachers'attentiontothechildren'speerinteractionintheconstructiondistrictactivitieshelpstofurtherunderstandthecharacteristicsofpeerinteraction,soastobetterguidepeerinteractionandpromotethedevelopmentofpeerinteraction.ThisstudytakestheolderclasschildreninXi'anCKindergartenastheresearchobject,adoptstheliteraturemethod,theeventsamplingobservationmethod,theinterviewmethod,andusesthe"Children'sPeerInteractionObservationRecordofActivitiesintheConstructionArea"toobservethechildren'speerinteraction.Thisstudyanalyzesthedifferencesofchildren'speerinteractionfromfiveaspects,namely,thethemeofpeerinteraction,thewayofpeerinteraction,theemotionofpeerinteraction,theinducementofpeerinteractionandtheresultofpeerinteraction.Onthisbasis,itdiscussesthefactorsthataffectchildren'speerinteractionandhowteachersshouldgiveguidanceintheprocessofchildren'sinteraction.Finally,suggestionsareputforwardfromthesupportlevel,teacherlevelandfamilylevelofconstructiondistrictactivities.Keywords:Toddlers;Peerinteraction;Constructionarea;Teachers'guidanceII目录摘要.......................................................IABSTRACT...................................................................................................................II目录.............................................................................................................................III1绪论............................................................................................................................11.1研究背景与意义......................................................................
