移情训练对一年级小学生分享行为培养的干预研究

发布时间：2018-06-08 15:49

本文选题：分享行为 + 移情训练　；参考：《内蒙古师范大学》2014年硕士论文

【摘要】：分享行为是儿童出现较早的一种亲社会行为,是儿童社会性发展的一个重要方面。移情是沟通自我与他人之间的重要的社会性情感因素。移情训练能促进儿童学会站在他人的角度考虑问题,更好地理解他人,进而促进儿童的社会化、人格的健康发展。小学一年级是儿童分享等亲社会行为发展的重要时期。而在以往研究中,移情训练对一年级小学生分享行为培养的研究较少。因此,本研究试图通过移情训练对一年级小学生的分享行为进行培养,进而促进一年级小学生分享行为的发展的目的,同时对以往研究进行补充。本研究采用实验法,从某小学中随机选取80名小学生被试,分成对等的干预组和对照组进行干预研究,试图通过四周的系列移情训练对一年级小学生分享行为进行培养,将干预组和对照组在移情训练前后分享行为的不同水平的前后测进行比较,考察移情训练对一年级小学生分享行为的培养效果。本研究结果显示如下：(一)在移情训练前后,干预组的分享行为各个水平的差异显著,干预组的一年级小学生分享行为的各个水平有明显的增加(P=0.003,P0.05)。这说明,移情训练能有效地促进干预组一年级小学生分享行为的发展。(二)在常规教育前后,对照组的分享行为的各个水平的差异不显著(P=0.977,P0.05)。说明,常规教育没有促进对照组一年级小学生分享行为的发展。(三)接受移情训练后的干预组的分享行为的各个水平,与接受常规教育后的对照组(与干预组前测是同质的)的分享行为的各个水平之间存在显著差异(P=0.006,P0.05)。这说明,与常规教育相比,移情训练对一年级小学生分享行为培养效果显著。(四)在移情训练后,干预组的不同性别的一年级小学生的分享行为的各个水平差异不显著(P=0.833,P0.05)。这说明,移情训练对干预组一年级小学生分享行为的培养不存在性别差异。本研究得出以下的结论：短期的移情训练对一年级小学生的分享行为的培养的效果显著；移情训练对一年级小学生的分享行为的培养不存在性别差异。
[Abstract]:Sharing behavior is an early prosocial behavior of children and an important aspect of children's social development. Empathy is an important social emotional factor between self-communication and others. Empathy training can help children learn to think from the perspective of others, understand others better, and promote children's socialization and healthy development of personality. The first grade of primary school is an important period for the development of child-sharing and other pro-social behaviors. In the previous studies, empathy training for the first grade of primary school students sharing behavior training research is less. Therefore, this study attempts to foster the sharing behavior of primary school students through empathy training, thus promoting the development of the sharing behavior of primary school students, and complements the previous studies. From a primary school, 80 pupils were randomly selected and divided into equal intervention group and control group to carry out intervention study, trying to cultivate the sharing behavior of the first grade pupils through a series of four weeks of empathy training. The effects of empathy training on the sharing behavior of primary school students were compared between the intervention group and the control group before and after empathy training. The results of this study were as follows: (1) before and after empathy training, There were significant differences in the level of sharing behavior between the intervention group and the first grade primary school students in the intervention group, and there was a significant increase in each level of the sharing behavior of the first grade pupils in the intervention group. This shows that empathy training can effectively promote the development of sharing behavior of the first grade pupils in the intervention group. (2) before and after routine education, there was no significant difference in the level of sharing behavior between the control group and the control group. The results showed that routine education did not promote the development of sharing behavior of the first grade pupils in the control group. (3) there were significant differences between the levels of sharing behavior of the intervention group after empathization training and those of the control group (which was homogeneous to the intervention group) after regular education, and there was significant difference between the levels of the sharing behavior of the intervention group and that of the control group after conventional education (P0.006 / P0.05). This shows that empathy training has a significant effect on the training of the first grade pupils' sharing behavior compared with the conventional education. (4) after empathic training, there was no significant difference in the level of sharing behavior among the first grade pupils of different genders in the intervention group. This shows that there is no gender difference between empathy training and the training of sharing behavior of the first grade pupils in the intervention group. This study draws the following conclusions: the effect of short-term empathy training on the training of the sharing behavior of the first grade pupils is remarkable; There is no gender difference in the training of the sharing behavior of the first grade pupils by empathy training.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1

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