社会主题绘本教学促进幼儿亲社会行为 发展的实验研究

The Experimental Research of Teaching by Using Social Theme Picture Story Books to Promote the Development of Preschool Children’s Prosocial Behaviors

为检验依托绘本的社会性教育对幼儿亲社会行为发展的促进效果，研究采用前测一后测、非对等控制准实验设计，从北京市一所普通公立幼儿园中选取3个中班的91名幼儿作为研究对象开展教学实验。教学干预是实验班教师基于研究者提供的《依托绘本的幼儿社会性教育方案》，围绕四种典型亲社会行为独立设计实施的系列幼儿社会性教育活动，同时辅有集体教育活动之外的教育内容（随机教育、家园合作及环境创设）。实验结果表明，运用社会主题绘本所开展的为期8周的幼儿亲社会行为教育对中班幼儿亲社会行为的总体发展具有极其显著的促进作用；对中班幼儿亲社会行为的认知和情感发展具有极其显著的促进作用；对中班幼儿不同亲社会行为的促进效果存在差异。

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 4or5 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 signiiicantly； c) had different effects in promoting different prosocial behaviors for the children.