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摘要：《纲要》中幼儿社会领域目标指出：幼儿积极参加各种集体活动，体验与教师、同伴等共同生活的乐趣，帮助他们正确认识自己和他人，社会亲近，合作的态度，学习初步的人际交往技能。幼儿“求助”型告状行为不利于其独立能力、良好同伴关系的发展，也会给教师教学带来一定的麻烦。本论文采用观察法、文献研究法以及访谈法以实习地某幼儿园为例研究中班幼儿“求助”型告状行为现状，发现这一状况出现频率很高，幼儿园、教师也并不重视此现象，并通过收集整理资料从家长改变溺爱态度、教师取消偏见、幼儿园优化男女教师比例等方面就解决此现象提供解决建议。
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关键词：幼儿园中班;求助型告状;告状行为对策19477
On the current situation of the Intermediate children’s
Tattling help-seeking
——Take a kindergarten as an example
Abstract: In "outline" the aims of preschooler 's social field points out that preschool children take part in a variety of collective activities actively, experience the pleasure of living together with their teachers companies and others which can help them understand themselves and others correctly social closeness, cooperative attitude and acquiring preliminary interpersonal skills .Children 's help-seeking behaviors are not to the advantage of developing their independent ability and better relationships with their junior partners. Meanwhile it will also bring some certain troubles for teacher's teaching in some way. This paper adopts the methods of observation, literature research and interviewing to practice in a kindergarten as an example to study the tattling help-seeking behaviors .It would find this phenomenon with high frequency appears among kindergartens yet, teachers have not taken it seriously. Apart from this ,by collecting information from parents to change their doting attitudes, teachers to eliminate their prejudices, the Kindergarten to optimize the proportion of male and female teachers and other aspects. The essay tries to solve this problem and provides possible solutions.
Key words: middle shift of the kindergarten; seeking-help behaviors; measures for seeking-help
目 录
摘要 1
Abstract 1
一、幼儿“求助”型告状行为的概述 2
（一）幼儿“求助”告状行为的含义 2
（二）研究幼儿 “求助”型告状行为的意义 2
二、中班幼儿“求助”型告状行为现状 3
（一）“求助”型告状行为在各类活动中表现较为普遍 3
（二）“求助”型告状行为多在幼儿利益受损时发生 3
（三）幼儿哭闹的“求助”告状行为表达方式 4
（四）幼儿“求助”告状行为的诉求对象多为教师 5
三、中班幼儿“求助”型告状行为的原因 5
（一）幼儿模仿性强 6
（二）教师不正确的教育态度 6
（三）幼儿园男女教师比例不协调 6
（四）幼儿园空间不足 7
（五）家长过于保护的态度 7
四、解决中班幼儿“求助”型告状现状的建议 7
（一）教师取消对该行为的偏见，改善应对策略 8
（二）家长改变溺爱态度，培养孩子独立能力 9
（三）幼儿园优化班级资源、男女教师比例 9
（四）完善家园合作 9
参考文献 10
附录Ⅰ 11