社會主題繪本教學促進幼兒親社會行為發展的實驗研究

為檢驗依託繪本的社會性教育對幼兒親社會行為發展的促進效果，研究採用前測—後測、非對等控制準實驗設計，從北京市一所普通公立幼兒園中選取3個中班的91名幼兒作為研究對象開展教學實驗。教學幹預是實驗班教師基於研究者提供的《依託繪本的幼兒社會性教育方案》，圍繞四種典型親社會行為獨立設計實施的系列幼兒社會性教育活動，同時輔有集體教育活動之外的教育內容(隨機教育、家園合作及環境創設)。實驗結果表明，運用社會主題繪本所開展的為期8周的幼兒親社會行為教育對中班幼兒親社會行為的總體發展具有極其顯著的促進作用；對中班幼兒親社會行為的認知和情感發展具有極其顯著的促進作用；對中班幼兒不同親社會行為的促進效果存在差異。
In order to examine the positive effects of social education via using picture books on preschool children’s prosocial behaviors, this research used before-after test plus non-equivalent controlled quasi-experimental design, and chose 91 preschool children of 4 or 5 years of age from 3 classes of one kindergarten to carry out the teaching experiment. The teaching intervention is a series of preschool social education activities designed by the experimental class teacher independently under the guidance of Social Educational Program Using Picture Story Books (SEPUPSB) provided by researchers, plus some other kinds of instructional activities besides the collective education activities (random education, home-kindergarten cooperation and environment creation). The experiment turned out that the eight weeks long social education curriculum implemented in the experimental class: a) promoted the overall development of the children’s prosocial behaviors significantly; b) promoted the cognitive and emotional development of the children’s prosocial behaviors significantly; c) had different effects in promoting different prosocial behaviors for the children. Copyright © 2014 北京師範大學.