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幼儿“告状行为”的研究及其指导策略
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目 录
摘 要
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Abstract
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一、幼儿“告状”行为的产生
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（一）概述
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（二）幼儿“告状”行为的发展
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二、幼儿“告状”行为的种类
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（一）“求助型”告状
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（二）“求赏型”告状
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（三）“求罚型”告状
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（四）“试探型”告状
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（五）“陈述型”告状
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三、幼儿“告状”的动机和原因
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（一）验证教师对于某一行为的态度和评判标准
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（二）打抱不平或者维护纪律
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（三）嫉妒心理引发告状
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（四）家庭教育不到位
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（五）客观或人为因素引发告状
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四、幼儿“告状”行为的指导策略
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（一）言传身教，让幼儿学会宽容的态度
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（二）教会幼儿自信而不自我
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（三）培养幼儿的独立性，减少告状行为
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（四）家园合作
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（五）增强幼儿之间的交流，让幼儿建立分享意识
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结
论
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参考文献...........................................................11
致
谢
词
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摘 要
告状，从定义上来讲，是指双方之间因为某些矛盾、纠纷而不能自行化解时
借助第三方力量来解决问题的特有的人际行为。而幼儿大都因为年龄尚小，接触
到的事物和伦理标准还不够，总是喜欢以自我为中心，而在于其他幼儿相处过
程中产生矛盾时，总是会选择向第三个人诉说，即所谓的“告状”来获得自我
的心里满足。这个第三个人就是教师。那么教师如何处理幼儿的这种“告状”行
为在很大程度上影响着幼儿人生观、价值观和道德标准的养成。本文旨在通过对
幼儿的“告状”行为进行研究，从其概念出发，到告状的发展、种类，然后研究
幼儿产生告状行为的目的和动机，进而从教师、父母和幼儿三方探讨如何对待幼
儿的告状行为，研究指导策略。希望能够为当下一直存在的幼儿的“告状行为”
找到切实可行的方法，提供理论依据。
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关键词： 幼儿；告状行为；指导策略
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Abstract
Complaint, by definition, refers to the unique interpersonal behavior of solving
problems by means of third-party force when some contradictions and disputes
between the two sides can not be resolved by themselves. Most of the young
children because of their age, contact with things and ethical standards is not
enough, always like to be self-centered, but in the process of dealing with other
children in conflict, always choose to tell a third person, that is, the so-called
"complaint" to obtain self-satisfaction. This third person is a teacher. So how teachers
deal with children's "complaint" behavior has a great impact on the formation of
children's outlook on life, values and moral standards. The purpose of this paper is to
study children's "complaint" behavior, starting from its concept, to the development
and types of complaint, and then to study the purpose and motivation of children's
complaint behavior, and then to explore how to treat children's complaint behavior
from teachers, parents and children, and to study guidance strategies. Hope to be
able to find practical methods for the "complaint behavior" of preschool children,
which has always existed at present, and provide theoretical basis.
Key words ： Infants; Informed Behavior; Guidance Strategies
