[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$fGOxe6ngr3H8J0uzEOiXJS7t-Odpnz-4b6rp3aAJdZbM":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":12,"question":19,"related":20,"source":31,"type":32},[],"2024-06-21 14:27:39",154007185,[8,9,10,11],"渗透性活动","专门性活动","特殊性活动","一般性活动",{"count":13,"courseId":14,"courseImg":15,"courseName":16,"workId":17,"workName":18},27,"0884eb35d918dc8086520ad69944544e","https:\u002F\u002Ftihai-oss-cloud.itihey.com\u002Fimg\u002Fd351b189609b34644a1a6f611c7dc8a9.png","学前儿童社会教育","59633ca1302443e793a63ac3b3312ed7","第八章:学前儿童归属感的发展与教育","是指幼儿园常规的社会领域集体教学活动,具有有目的、有计划、有组织的特点,可以保证社会领域教育目标的达成.渗透性活动是指在一日生活的各个环节、其他领域教育活动中有机地开展归属感教育",[21,33,43,52,58,68,74,83,93,96],{"answer":22,"createTime":23,"id":24,"options":25,"question":30,"source":31,"type":32},[],"2024-06-21 14:27:32",154007177,[26,27,28,29],"分离焦虑","归属感","依恋","焦虑-回避型依恋","是指婴幼儿因与亲人分离而引起的焦虑、不安或不愉快的情绪反应,又称离别焦虑","v1",0,{"answer":34,"createTime":35,"id":36,"options":37,"question":42,"source":31,"type":32},[],"2024-06-21 14:27:33",154007178,[38,39,40,41],"依恋情景法","陌生情景法","熟悉情境法","回忆情境法","美国心理学家安斯沃思所提出的用实验室观察——( )是测量婴儿依恋行为的经典范式",{"answer":44,"createTime":35,"id":45,"options":46,"question":51,"source":31,"type":32},[],154007179,[47,48,49,50],"焦虑-回避型","安全型","焦虑-矛盾型","紊乱型","依恋的儿童的行为特征为:母亲在与不在身边无所谓,在母亲离去时并无紧张或焦虑不安;当母亲回来时也无明显情绪波动,或者只是短暂接近一下很快又走开,表现出忽视及躲避行为.这类儿童接受陌生人的安慰与接受母亲的安慰没有很大差别.实际上,这类儿童对母亲并没有形成特别的依恋,所以有人称之为"无依恋儿童"",{"answer":53,"createTime":54,"id":55,"options":56,"question":57,"source":31,"type":32},[],"2024-06-21 14:27:35",154007180,[47,48,49,50],"依恋的儿童的行为特征为:他们与母亲在一起时能舒心地玩玩具和做游戏,并不总是依附母亲.当母亲离去时,他们会明显地表现出苦恼;当母亲回来时,他们会立即寻求与母亲的接触,并很快安静下来继续做游戏",{"answer":59,"createTime":60,"id":61,"options":62,"question":67,"source":31,"type":32},[],"2024-06-21 14:27:36",154007181,[63,64,65,66],"焦虑-回避型,回避型","安全型,亲近型","焦虑-矛盾型,矛盾型","紊乱型,矛盾型","依恋的儿童的行为特征为:他们非常在意母亲在与不在身边.当母亲即将离去时,他们会非常警惕;当母亲离开时,他们会表现出强烈的反抗,甚至发怒,大哭大闹,不再做游戏;当母亲回来时,他们对母亲的态度极其矛盾,既希望寻求与母亲的亲密接触,但当母亲亲近、拥抱他们时,又表示出反抗与拒绝.但是,他们并不马上离开母亲,会时不时地朝母亲那里看,似乎期待着母亲再次地拥抱和亲吻他们.所以这种依恋又被称为( )依恋",{"answer":69,"createTime":70,"id":71,"options":72,"question":73,"source":31,"type":32},[],"2024-06-21 14:27:37",154007182,[47,48,49,50],"依恋的儿童的行为特征为:他们缺乏对陌生情境产生一致的策略,当母亲离开时,他们会跑到门前哭泣;当母亲回来时,他们会迎向母亲,头却突然转向另外一个方向,表现出寻求亲近,但又回避与反抗的矛盾行为方式.有时还表现出突然的或者怪异的举动,表情茫然,或者僵立不动.有时出现冷淡、静止、缓慢的运动和表现,有时则会直接对父母表现出莫名其妙的恐惧和异常的行为.这种类型的依恋是其他三种类型以非同寻常的方式复杂地结合起来,在陌生情境中,其表现为杂乱无章,缺乏目的性、组织性,前后不连贯.有研究表明,这种依恋类型的儿童常常来自低收入家庭,尤其以被虐待和母亲有抑郁倾向的儿童居多",{"answer":75,"createTime":70,"id":76,"options":77,"question":82,"source":31,"type":32},[],154007183,[78,79,80,81],"语言能力","气质","智力水平","思维能力","儿童( )是依恋类型的决定因素之一,是影响儿童行为的动力特征的关键因素.它在很大程度上赋予儿童依恋行为以特定的速度和强度,制约着儿童的反应方式与活动水平",{"answer":84,"createTime":85,"id":86,"options":87,"question":92,"source":31,"type":32},[],"2024-06-21 14:27:38",154007184,[88,89,90,91],"融合教育","全纳教育","多元文化教育","同一性教育","美国学前教育家莫里逊认为,( )是帮助儿童理解、欣赏、尊敬来自其他种族、性别、社会经济、语言环境和文化背景的人,并使儿童能够在一个不同文化的世界中生活、学习、交往和工作的教育",{"answer":94,"createTime":5,"id":6,"options":95,"question":19,"source":31,"type":32},[],[8,9,10,11],{"answer":97,"createTime":5,"id":98,"options":99,"question":107,"source":31,"type":108},[],154007186,[100,101,102,103,104,105,106],"归属感,或称隶属感,是指个人自觉被别人或被团体认可与接纳时的一种感受","归属感是美国心理学家布鲁姆理论中的术语,意指心理上的安全感与落实感","1943年,著名心理学家马斯洛提出了"需要层次理论",认为"归属和爱的需要"是人的重要心理需要,只有满足了这一需要,才有可能自我实现","归属感既包括对特定对象(父母、家人)的归属感,也包括对群体的归属感","归属感分为对人、对事业、对家庭、对自然的归属感","幼儿的归属感主要包括集体归属感、民族归属感和国家归属感","幼儿最早期的归属感是对群体(如班级等)的归属感,并逐渐扩展到对集体中人的归属感","下列有关归属感的表述,正确的是( )",1]