教育科学 ›› 2023, Vol. 39 ›› Issue (6): 86-93.

• 学期教育研究 • 上一篇    

师幼对话式阅读影响3~6岁幼儿情绪能力发展的实验研究*

但菲1, 刘慧贤2   

  1. 1.沈阳师范大学 学前与初等教育学院,辽宁 沈阳 110034
    2.成都艺术职业大学 音乐学院,四川 成都 611433
  • 出版日期:2023-11-15 发布日期:2024-03-06
  • 作者简介:但菲(1963- ),女,黑龙江哈尔滨人,沈阳师范大学学前与初等教育学院院长,教授,硕士生导师,主要从事学前教育理论与实践研究;|刘慧贤(1996- ),女,辽宁鞍山人,成都艺术职业大学音乐学院,助教,主要从事学前教育学研究。
  • 基金资助:
    * 国家社会科学基金“十四五”规划2021年度教育学一般课题“基于职业嵌入理论的新生代幼儿园教师专业身份模型建构与实施路径研究”(BHA210131)

An Experimental Study on the Effect of Teacher-Child Dialogic Reading on the Emotional Ability Development of 3-6-Year-Old Children

Dan Fei1, Liu Huixian2   

  1. 1. School of preschool and primary education,Shenyang Normal University,Shenyang Liaoning 110034,China
    2. Music College,Chengdu Vocational University of Arts,Chengdu Sichuan 611433,China
  • Online:2023-11-15 Published:2024-03-06

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摘要：

情绪能力是促进个体完成早期阶段情感交流、同伴交往等发展任务的重要因素。为验证对话式阅读对3~6岁幼儿情绪能力提升的促进作用,本研究以120名幼儿为实验对象,基于36本情绪绘本设计师幼对话式阅读方案,采用2(组别:实验组、控制组)×3(年级:小班、中班、大班)×2(时间:前测、后测)的三因素实验设计进行为期3个月的情绪能力培养实验。结果表明,在师幼对话式阅读的干预下,小班幼儿情绪觉察与辨识能力水平、情绪理解能力水平均提升较快;中班幼儿处于情绪能力发展的关键期,干预效果优于其他年龄班;大班幼儿实验前的情绪能力总体水平较高,但在干预的过程中情绪调节能力水平的提升较慢。教育者应关注幼儿情绪行为,丰富幼儿情绪认知,发挥对话式阅读的独特性,针对年龄差异开展情绪教育。

关键词: 幼儿, 对话式阅读, 情绪能力, 情绪绘本

Abstract:

Emotional ability is an important factor in promoting individuals to complete developmental tasks such as emotional communication and peer interaction in the early stages. In order to verify the role of conversational reading in promoting the emotional ability of 3-6-year-old children, this study took 120 children as experimental subjects, based on the dialogic reading scheme of 36 emotional picture books,using 2 (groups: experimental group and control group) were adopted × 3 (grade: small class, middle class and large class) × 2 (time: pre-test, post-test) three-factor mixed experimental design for a three-month emotional ability training experiment. The results show that with the intervention of teacher-child dialogue reading, the emotional awareness and recognition ability, as well as emotional understanding ability of small-class children have improved rapidly; middle-class children are in a critical period for the development of emotional ability, and the intervention effect is better than that of other age classes; and the overall level of emotional ability of children in large classes before the experiment was relatively high, but their emotional regulation ability improved slowly during the intervention.

Key words: young children, dialogic reading, emotional ability, emotional picture book

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