摘要
混龄教育是指将不同年龄阶段和发展水平的幼儿按照一定的模式加以组合,以促进幼儿认知和社会性发展的一种教育方式。为了从实证角度考察混龄教育对幼儿助人行为的影响,本研究采用纵向设计的方法,追踪了40个分别来自混龄教育和同龄教育班级的幼儿。通过设置不同的助人情境,安排不同的受助对象,对比两种教育模式下幼儿的助人行为成绩及前后测成绩的变化。结果发现,幼儿在不同助人情境中的助人行为不存在显著差异;接受过混龄教育的年长幼儿比接受过同龄教育的年长幼儿更倾向于帮助低龄幼儿;混龄教育幼儿后测的助人行为较前测有了显著的提高,同龄教育幼儿的助人行为变化不显著。这表明,混龄教育比同龄教育更能促进幼儿的助人行为发展,这一效应尤其表现在他们对待低龄幼儿的助人行为中。
Mixedage education is a special education model which places children of different ages or different development levels in one class in order to promotethe progress of their cognition and socialization. To examine the effect of mixedage education on chil dren＇s helping behavior from an empirical perspective,we adopted a longitudinal method and tracked 40 children separately coming from mixedage clas ses and sameage classes. By setting different situa tions and different objects in need of help, we com pared their grades of helping behavior and the chan ges between pretest and posttest. Results showed that there was no significant context effect for children＇ s helping behavior, however, in the posttest the older children in the mixedage education mode were more likely to help the younger children than that in the sameage education mode. Differences analysis be tween pretest and posttest showed that mixedage education mode could significantly accelerate children＇ s development of helping behavior. Further examina tion indicated the advance of helping behavior for children in mixedage education was significant only when they faced with young children. Hence, it is concluded that the mixedage education mode could improve children＇ s helping behavior better than the sameage education mode, and this effect was espe cially significant when they faced with the young companions.
出处
《应用心理学》
CSSCI
2014年第1期32-39,共8页
Chinese Journal of Applied Psychology
基金
浙江省教育科学规划课题"混龄教育对幼儿亲社会行为的影响"(编号:SCG-249)中的一部分
关键词
混龄教育
同龄教育
助人行为
纵向研究
mixedage education
sameage education
helping behavior
longitudinal research
