目 錄
摘 要
Abstract
第一章 引言
一、問題的提出
（一）幼兒自我管理能力培養的必要性
（二）幼兒自我管理能力培養的可行性
（三）幼兒自我管理能力培養中存在的基本問題
（四）自我管理能力發展對幼兒及整個人生的重要意義
二、文獻綜述
（一）幼兒自我管理能力內涵、發展水平及表現特征等方面的相關研究
（二）幼兒自我管理能力培養的相關研究
三、核心概念界定
（一）幼兒
（二）管理能力
（三）自我管理能力
（四）幼兒自我管理能力
四、研究的目的及意義
（一）研究目的
（二）研究的意義
五、研究方法
（一）文獻法
（二）觀察法
（三）問卷調查法
第二章 幼兒自我管理能力發展現狀比較分析
一、幼兒自我管理能力發展的一般特征
二、不同幼兒自我管理能力發展狀況分析
（一）不同年級幼兒自我管理能力發展狀況分析
（二）不同性別幼兒自我管理能力發展狀況分析
（三）不同家庭教育環境下幼兒自我管理能力發展狀況分析
（四）不同幼兒園教育環境下幼兒自我管理能力發展狀況分析
第三章 影響幼兒自我管理能力發展因素的相關性分析
一、內部因素
（一）年齡與幼兒自我管理能力發展的相關性分析
（二）性別與幼兒自我管理能力發展的相關性分析
二、外部因素
（一）家庭教育因素與幼兒自我管理能力發展的相關性分析
（二）幼兒園教育因素與幼兒自我管理能力發展的相關性分析
第四章 提高幼兒自我管理能力發展水平的建議
一、規范家庭教育環境，提高家庭教育質量
（一）規范各家庭成員的思想與行為，形成教育合力
（二）合理利用幼兒的模仿，對幼兒進行榜樣教育
（三）給幼兒提供自己動手的機會，引導幼兒適當體驗生活
（四）走進幼兒的世界，與孩子保持良好的溝通
（五）給孩子提供同伴交往的機會，引導幼兒與他人交往
（六）科學對待幼兒發展中的問題，理性對待偶然事件
（七）加強與幼兒園合作，提高育兒水平
二、保證幼兒園教育水平，塑造合理的教育環境
（一）建立規范性的發展檔案，使幼兒自我管理能力發展系統化
（二）注重常規建設，加強規則教育
（三）對幼兒進行合理的榜樣教育
（四）創設相關性適宜環境，合理進行潛移默化
（五）合理利用各種游戲，開展相關性的區域活動
（六）優化家園關系，共推幼兒自我發展
（七）內化自我管理，做好幼小銜接
結 語
參 考 文 獻
致 謝
摘 要
幼兒期是自我管理能力發展的萌芽時期，身心各方面都處于快速發展中，獨立行走、自我意識、情緒情感、意志力、思維力等身心機能的發展為幼兒自我管理能力的發展及培養提供了可能，有必要從幼兒期就開始有意識地培養孩子的自我管理能力，這既是國家政策文件的要求、教師和家長的期望，也是幼兒自我身心協調發展的內在需求。從幼兒這一特殊群體特性出發，幼兒自我管理能力的基本結構包括基本的自理能力、簡單的自我認知能力、初步的情緒管理能力、淺顯的自制-堅持力、低層次的自我組織能力和蒙昧的自我調控能力。欲提高幼兒自我管理能力的發展水平，必須了解其發展狀況以及與發展相關的影響因素，從而能夠針對性提出建議。
對幼兒自我管理能力發展現狀進行比較性分析，結果發現，幼兒自我管理能力及其各結構的發展，在廣度上呈現均衡的狀態、在深度上呈現中等偏上發展水平的一般特征；在年齡上的差異性比較明顯，其發展水平隨著年齡的增長不斷提高，但在性別上的差異不明顯，男孩與女孩的發展水平在總體上并沒有呈現顯著性差異，但是在小班階段，女孩的發展水平優于男孩，而在中班和大班階段并不明顯；從幼兒成長的主要環境上講，在不同的家庭教育環境下發展的差異性明顯但其差異性呈現減弱的趨勢，在不同的幼兒園環境下發展的差異性較大且其差異性呈現加劇的趨勢。
對幼兒自我管理能力發展的影響因素進行相關性分析，結果發現，在內部因素上，年齡與幼兒自我管理能力發展的相關性顯著，生理成熟是影響發展的主要因素，而性別差異與發展的相關性不大；在外部因素上，家庭教育因素的影響比較明顯，但在總體影響力上呈現減弱的趨勢，幼兒園教育因素在發展中占據重要地位，隨著年級的提高，其影響力呈現上升的趨勢。在幼兒自我管理能力發展上，家庭經濟狀況較好的情況，相對于較差或特別好的情況來說，更有利于發展，但并不明顯；非獨生子女的情況明顯優于獨生子女的情況；家庭教養方式為民主型和任由型的情況更有利；較好的家庭關系更有利于發展；在學歷背景上，母親較高的學歷背景相對于父親較高的學歷背景來說，對發展的影響更明顯；父母陪伴孩子玩耍及溝通的時間越長以及孩子參與社區玩耍越頻繁對發展越有利；條件較好的公立性幼兒園或機關附屬幼兒園對發展更有利，但并不明顯；教師職業性質相對比較穩定的在編人員和合同性人員更有利于發展；教師學歷和保育員學歷越高越有利于發展；班額越小、師生比例越小越有利于發展。
依據對幼兒自我管理能力發展的的比較分析及其影響因素的相關性分析，從家庭教育和幼兒園教育兩個方面提出供家長和幼兒教師參考的發展建議。在家庭教育環境中，成人要規范家庭成員的思想和行為，保證家庭影響的統一性、一致性和穩定性，力圖形成統一的教育合力；家長要為幼兒提供發展自我管理能力能夠模仿的榜樣，注重榜樣的作用；家長要走進幼兒的世界，與幼兒保持良好的溝通，要多提供幼兒能夠自己動手、與同伴交往的機會；家長要科學對待幼兒發展中出現的問題，理性對待偶然事件；家長還有注意加強與幼兒園的針對性合作，提高育兒水平。在幼兒園教育環境中，幼兒教師要建立規范性的發展檔案，使幼兒自我管理能力發展系統化；要注重常規建設，加強規則教育；要對幼兒進行合理的榜樣教育，塑造“標桿”;要創設相關性適宜環境，合理促進自我管理的潛移默化；要善于利用各種游戲，開展相關性的區域活動；要注意優化家園關系，形成教育合力；要促進自我管理的內化，為幼小銜接做好準備。
關鍵詞：幼兒；自我管理能力；發展；影響因素；差異性；相關性；家庭教育；幼兒園教育
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
摘 要
Abstract
第一章 引言
一、問題的提出
（一）幼兒自我管理能力培養的必要性
（二）幼兒自我管理能力培養的可行性
（三）幼兒自我管理能力培養中存在的基本問題
（四）自我管理能力發展對幼兒及整個人生的重要意義
二、文獻綜述
（一）幼兒自我管理能力內涵、發展水平及表現特征等方面的相關研究
（二）幼兒自我管理能力培養的相關研究
三、核心概念界定
（一）幼兒
（二）管理能力
（三）自我管理能力
（四）幼兒自我管理能力
四、研究的目的及意義
（一）研究目的
（二）研究的意義
五、研究方法
（一）文獻法
（二）觀察法
（三）問卷調查法
第二章 幼兒自我管理能力發展現狀比較分析
一、幼兒自我管理能力發展的一般特征
二、不同幼兒自我管理能力發展狀況分析
（一）不同年級幼兒自我管理能力發展狀況分析
（二）不同性別幼兒自我管理能力發展狀況分析
（三）不同家庭教育環境下幼兒自我管理能力發展狀況分析
（四）不同幼兒園教育環境下幼兒自我管理能力發展狀況分析
第三章 影響幼兒自我管理能力發展因素的相關性分析
一、內部因素
（一）年齡與幼兒自我管理能力發展的相關性分析
（二）性別與幼兒自我管理能力發展的相關性分析
二、外部因素
（一）家庭教育因素與幼兒自我管理能力發展的相關性分析
（二）幼兒園教育因素與幼兒自我管理能力發展的相關性分析
第四章 提高幼兒自我管理能力發展水平的建議
一、規范家庭教育環境，提高家庭教育質量
（一）規范各家庭成員的思想與行為，形成教育合力
（二）合理利用幼兒的模仿，對幼兒進行榜樣教育
（三）給幼兒提供自己動手的機會，引導幼兒適當體驗生活
（四）走進幼兒的世界，與孩子保持良好的溝通
（五）給孩子提供同伴交往的機會，引導幼兒與他人交往
（六）科學對待幼兒發展中的問題，理性對待偶然事件
（七）加強與幼兒園合作，提高育兒水平
二、保證幼兒園教育水平，塑造合理的教育環境
（一）建立規范性的發展檔案，使幼兒自我管理能力發展系統化
（二）注重常規建設，加強規則教育
（三）對幼兒進行合理的榜樣教育
（四）創設相關性適宜環境，合理進行潛移默化
（五）合理利用各種游戲，開展相關性的區域活動
（六）優化家園關系，共推幼兒自我發展
（七）內化自我管理，做好幼小銜接
結 語
參 考 文 獻
致 謝
摘 要
幼兒期是自我管理能力發展的萌芽時期，身心各方面都處于快速發展中，獨立行走、自我意識、情緒情感、意志力、思維力等身心機能的發展為幼兒自我管理能力的發展及培養提供了可能，有必要從幼兒期就開始有意識地培養孩子的自我管理能力，這既是國家政策文件的要求、教師和家長的期望，也是幼兒自我身心協調發展的內在需求。從幼兒這一特殊群體特性出發，幼兒自我管理能力的基本結構包括基本的自理能力、簡單的自我認知能力、初步的情緒管理能力、淺顯的自制-堅持力、低層次的自我組織能力和蒙昧的自我調控能力。欲提高幼兒自我管理能力的發展水平，必須了解其發展狀況以及與發展相關的影響因素，從而能夠針對性提出建議。
對幼兒自我管理能力發展現狀進行比較性分析，結果發現，幼兒自我管理能力及其各結構的發展，在廣度上呈現均衡的狀態、在深度上呈現中等偏上發展水平的一般特征；在年齡上的差異性比較明顯，其發展水平隨著年齡的增長不斷提高，但在性別上的差異不明顯，男孩與女孩的發展水平在總體上并沒有呈現顯著性差異，但是在小班階段，女孩的發展水平優于男孩，而在中班和大班階段并不明顯；從幼兒成長的主要環境上講，在不同的家庭教育環境下發展的差異性明顯但其差異性呈現減弱的趨勢，在不同的幼兒園環境下發展的差異性較大且其差異性呈現加劇的趨勢。
對幼兒自我管理能力發展的影響因素進行相關性分析，結果發現，在內部因素上，年齡與幼兒自我管理能力發展的相關性顯著，生理成熟是影響發展的主要因素，而性別差異與發展的相關性不大；在外部因素上，家庭教育因素的影響比較明顯，但在總體影響力上呈現減弱的趨勢，幼兒園教育因素在發展中占據重要地位，隨著年級的提高，其影響力呈現上升的趨勢。在幼兒自我管理能力發展上，家庭經濟狀況較好的情況，相對于較差或特別好的情況來說，更有利于發展，但并不明顯；非獨生子女的情況明顯優于獨生子女的情況；家庭教養方式為民主型和任由型的情況更有利；較好的家庭關系更有利于發展；在學歷背景上，母親較高的學歷背景相對于父親較高的學歷背景來說，對發展的影響更明顯；父母陪伴孩子玩耍及溝通的時間越長以及孩子參與社區玩耍越頻繁對發展越有利；條件較好的公立性幼兒園或機關附屬幼兒園對發展更有利，但并不明顯；教師職業性質相對比較穩定的在編人員和合同性人員更有利于發展；教師學歷和保育員學歷越高越有利于發展；班額越小、師生比例越小越有利于發展。
依據對幼兒自我管理能力發展的的比較分析及其影響因素的相關性分析，從家庭教育和幼兒園教育兩個方面提出供家長和幼兒教師參考的發展建議。在家庭教育環境中，成人要規范家庭成員的思想和行為，保證家庭影響的統一性、一致性和穩定性，力圖形成統一的教育合力；家長要為幼兒提供發展自我管理能力能夠模仿的榜樣，注重榜樣的作用；家長要走進幼兒的世界，與幼兒保持良好的溝通，要多提供幼兒能夠自己動手、與同伴交往的機會；家長要科學對待幼兒發展中出現的問題，理性對待偶然事件；家長還有注意加強與幼兒園的針對性合作，提高育兒水平。在幼兒園教育環境中，幼兒教師要建立規范性的發展檔案，使幼兒自我管理能力發展系統化；要注重常規建設，加強規則教育；要對幼兒進行合理的榜樣教育，塑造“標桿”;要創設相關性適宜環境，合理促進自我管理的潛移默化；要善于利用各種游戲，開展相關性的區域活動；要注意優化家園關系，形成教育合力；要促進自我管理的內化，為幼小銜接做好準備。
關鍵詞：幼兒；自我管理能力；發展；影響因素；差異性；相關性；家庭教育；幼兒園教育
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
