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20世纪80年代,国内开始研究儿童人际交往,90年代主要是介绍、借鉴国外理论和实验研究。而后教育界也纷纷关注儿童人际交往这方面的话题。近几年国内有关儿童人际交往的研究主要集中在学前教育理论中对儿童同伴交往、亲社会行为以及依恋行为的研究范围。庞丽娟认为儿童的人际关系应该包括儿童与父母、与教师以及与同伴的关系,三类人际关系互相联系,相互影响。董振华等人认为儿童的人际交往主要在于儿童是否拥有解决人际问题的认知技能,而人际认知技能主要包括理解人际交往情境的能力,提出恰当交往目标以及达到目标所需要的恰当策略的
In the 1980s, China started to study children’s interpersonal communication. In the 1990s, it mainly introduced and learned from foreign theories and experimental studies. Afterwards, the education community also paid close attention to the topic of children’s interpersonal communication. In recent years, the domestic research on children’s interpersonal communication has mainly focused on the research scope of preschool education theory on children’s peer interaction, prosocial behavior and attachment behavior. Pang Lijuan believes that children’s interpersonal relationships should include the relationship between children and parents, teachers and their companions. The three types of interpersonal relationships are interrelated and influence each other. Dong Zhenhua and others believe that children’s interpersonal communication mainly lies in whether children have cognitive skills to solve interpersonal problems, and interpersonal cognitive skills mainly include the ability to understand interpersonal situations, to propose appropriate communication goals and appropriate strategies to achieve the goals