学前儿童公平行为短期道德训练与对其同伴关系的影响研究

发布时间：2018-05-17 02:18

本文选题：儿童 + 不公平行为　；参考：《沈阳师范大学》2014年硕士论文

【摘要】：学前期是儿童心理发展的重要时期，这个时期儿童的道德意识、同伴关系发展是否良好会对以后的发展造成影响。学前期也是儿童自我中心与去自我中心的分离阶段，公平道德意识还较模糊。儿童常常对什么是公平产生困惑，容易在于同伴活动中，出现不公平分配的现象。这种不公平现象长久发展也会易使儿童形成独占、自私等问题，不受同伴欢迎并影响同伴关系的良好发展。本文采用前测、干预训练、后测的研究模式，对沈阳军区幼儿园大班的部分被试儿童进行了儿童公平道德训练和同伴社交地位测量。首先采用吴慧珠设计的不公平儿童实验范式，挑选不公平行为儿童。参考雅科布松、陈会昌等的儿童公平训练方法对被试进行公平道德训练。采用庞丽娟设计的儿童社交地位测量方法，分别在儿童道德训练前和训练后对其同伴设计地位进行测量，以考察对儿童进行道德训练采用什么方式更有效，儿童的不公平行为是否对其同伴关系发展有影响。并得到了如下的结论。 1学前儿童由于自我意识、道德认知等有限，他们的公平道德还没有形成，容易出现分配不公平的现象；2有不公平倾向的儿童，因其表现的不愿意分享和自私的行为特点，容易不受同伴欢迎，在同伴群体中社交地位中往往处于不利地位，多是负面评价。在社交地位中受到忽略和拒绝的比例明显多于普通儿童；3对学前儿童进行故事教育和角色扮演的短期道德训练，都可以在一定程度改变其不公平的道德认知，减少不公平行为的出现，对学前儿童不能只有简单的道德教育，需要教育过程中有一定的实践训练，增加其理解和运用的能力。这两种训练方法上虽然有一定的显著差异，角色扮演组比故事组的儿童训练效果略好，但角色组训练方式复杂、费时，对人数和训练者的要求高，，不易于推广；4道德训练对不公平儿童的社交地位中的社会偏爱维度有显著影响，训练后让儿童更加公正和有分享精神，增加了在同伴中的友好形象而得到更多的关注，但是不能完全改变其不利的社交地位。
[Abstract]:The pre-school period is an important period for children's psychological development. In this period, children's moral consciousness and whether the development of peer relationship is good will have an impact on the later development. The early stage of school is also the separation stage of children's self-centeredness and de- self-centeredness, and the sense of fair morality is still vague. Children are often confused about what equity is, and is prone to unfair distribution in peer activities. The long-term development of this unfair phenomenon will make children become monopolistic, selfish and not welcome by peers and affect the good development of peer relations. In this paper, by using the research model of pre-test, intervention training and post-test, the fair moral training and peer social status of some children in large classes of Shenyang military region kindergarten were tested. Firstly, the unfair behavior children were selected by using the unfair child experimental paradigm designed by Wu Huizhu. Referring to the fair training methods of Yakopuson and Chen Huichang, the participants were trained in fair ethics. The social status measurement method designed by Pang Lijuan was used to measure the peer design status of children before and after moral training. Whether children's unfair behavior has an impact on the development of their peer relations. The following conclusions are obtained. Preschool children, due to their limited self-awareness and moral cognition, have not yet formed their fair morality, and are prone to the phenomenon of unfair distribution. (2) Children who have an unfair tendency to do so because of their unwillingness to share and selfishness, It is easy to be unpopular with peers, often at a disadvantage in the social status of peer groups, mostly negative comments. The proportion of neglect and rejection in social status is obviously higher than that of the ordinary children. They can change their unfair moral perception to some extent by conducting short-term moral training in story education and role-playing for preschool children. To reduce the appearance of unfair behavior, we should not only have simple moral education for preschool children, but also need some practical training in the process of education so as to increase their ability to understand and use. Although there is a significant difference between the two training methods, the role-playing group has a slightly better training effect than the story group, but the training method of the role-group is complex, time-consuming and demanding of the number and the trainers. It is not easy to promote moral training and has a significant impact on the social preference dimension in the social status of unfair children. After the training, the children are made more fair and sharing spirit, and more attention is paid to the friendly image among their peers. But it cannot completely change its negative social position.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1

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