混龄教育和同龄教育幼儿分享行为的对比研究

发布时间：2018-03-23 04:07

本文选题：混龄教育　切入点：同龄教育　出处：《中国儿童保健杂志》2013年01期 　论文类型：期刊论文

【摘要】：【目的】比较混龄教育模式和同龄教育模式对幼儿分享行为的影响,为广泛开展混龄编班的教育模式提供依据。【方法】设置糖果、玩具、经验三种不同的分享物,区分两组不同的分享对象-低龄幼儿和同龄幼儿,对来自不同教育模式的60名中班和大班幼儿进行考察。【结果】幼儿的分享行为不存在显著的性别效应,但是对不同分享物的分享行为差异有统计学意义(P0.05)。混龄教育幼儿对不同分享物的分享行为成绩从高到低依次为经验分享、玩具分享、糖果分享;同龄教育幼儿对不同分享物的分享行为成绩从高到低依次为经验分享、糖果分享、玩具分享。混龄教育的幼儿比同龄教育的幼儿更倾向于与低龄幼儿分享,这一效应在玩具分享中差异有统计学意义(P0.05)。【结论】混龄教育可显著促进儿童与低龄对象的分享行为。
[Abstract]:[objective] to compare the effect of mixed age education model and the same age education model on children's sharing behavior, and to provide the basis for carrying out the education model of mixed age class widely. [methods] three different kinds of sharing materials were set up, such as candy, toys and experience. Two groups of children were divided into two groups: young children and children of the same age. 60 children from different educational models were investigated. [results] there was no significant gender effect in children's sharing behavior. However, there were significant differences in sharing behavior among different kinds of sharing materials (P 0.05). The achievement of sharing behavior of children in mixed age education on different kinds of sharing materials was in order of experience sharing, toy sharing and candy sharing from high to low. The achievement of children's sharing behavior from high to low in the same age education is experience sharing, candy sharing and toy sharing. Children with mixed age education are more likely to share with younger children than children of the same age education. This effect has statistical significance in toy sharing. [conclusion] Mixed-age education can significantly promote the sharing behavior between children and young people.
【作者单位】：浙江理工大学心理学系;浙江师范大学杭州幼儿师范学院附属幼儿园;
【基金】：浙江省教育科学规划课题(SCG249)
【分类号】：G611

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