摘要
帮助幼儿学习社会交往技能是当代托幼机构幼儿心理健康教育的重要内容。为增强幼儿的社会适应状态而对幼儿进行的心理健康教育活动的最终目的是期望幼儿产生良好的社会交往行为。然而幼儿任何行为发生的关键都是激发行为的内部心理机制-情感动机。旨在提高幼儿在感知和分享他人情感方面能力的教育活动-移情训练更符合理想的心理健康教育模式知-信-行的理念。移情训练可以帮助幼儿感知和理解他人的情感,帮助幼儿自觉发生分享、助人、安慰等亲社会行为,帮助幼儿认识与接受自己,从而帮助幼儿学习社会交往技能,提高幼儿的心理品质增进其心理强度。
本研究旨在通过设计、组织和实施一系列的移情训练方案,培养幼儿对他人的积极情感,提高幼儿感知和理解他人情感的能力,提高幼儿的亲社会行为的水平,改善幼儿的自我意识,从而帮助幼儿养成良好的社会交往技能,使幼儿生成良好的社会适应状态,有效地增进幼儿的心理健康,并从中总结归纳此方面幼儿心理健康教育的一般规律,探讨帮助幼儿学习社会交往技能的心理健康教育的有效方法,为托幼机构的教育实践提供参考。
本研究针对上海市实验幼儿园某大班的幼儿实施了自行编制的为期35天的移情训练方案。根据移情的认知和情感因素及其二者之间的关系,整套的训练活动可为2个部分15个单元的内容。在托幼机构的实施中通过有目的,有计划的丰富教育活动,运用包括故事讲述,提问讨论,情景表演,游戏,艺术等丰富等活动形式,引导幼儿积极体验他人的心境和需要。本方案的设计借鉴了国外学者费西巴赫的“学会关心-移情训练方案”和国内的以往的有关研究。与前人相比较,在心理健康教育领域设计和实施本方案的过程中更注意的是:①移情的认知和情感两个因素的相互作用,尤其是情感因素的动机作用是行为发生的基本机制②幼儿是整个训练活动中的主体。这两个理念贯穿了整个移情训练活动的设计和组织过程。
本研究把个案法的案例分析为主要的研究方法。在对整个班级幼儿的移情能力测量分层的基础上,再结合幼儿的背景能力、性格特征等多方面的因素选取了8个具有典型的代表性的个案。在实施移情训练方案的前、中及后通过问卷、测量及自然观察对这8个个案系统的研究,以了解不同的幼儿对移情训练的不同反应和教育
移情训练对帮助
5。6岁幼儿学习社会交往技能有效性的研究硕士学位论文
活动对他们产生的不同效果.在以质的研究为主要方法的同时,本研究还设计了简
单的问卷和童表,以简单的量化对质的研究加以补充和说明,力使研究结果尽可能
的科学和客观.
研究结果表明,本研究设计和实施的移情训练方案能在一定程度上分别提高幼
儿的感知和理解他人情感的能力,调整幼儿的自我认识和评价,提高幼儿的亲社会
行为水平,从而帮助幼儿学习社会交往技能,增强幼儿的心理品质.同时也验证了
以移情训练为代表的知-信一行模式是开展,讼理健康教育的有效模式.
Nowadays to help children learn how to communicate with others is an important content of mental health education in kindergartens. The terminal purpose of mental health education aiming at improve children's social adapting condition is a wish for children's good social communication behaviors. Nevertheless, any behavior of children happens or not lies on the inner psychological function, namely the emotional motivation, which will activize one's behavior efficiently. Empathy training, being as a sort of education activities, purpose of which is to improve children's capability in apperceiving, understanding and sharing others' feelings, more accord with ideal cognition-attitude-behavior mode in mental health education. Empathy training can help children apperceive and understand others, help them produce self-conscious favorable social behaviors, such as sharing, assisting, comforting etc, and help them know and accept themselves better, thereby help them gain social communication skills, strengthen their mental quality.
Current study is directed to designing, organizing and putting in practice a set of empathy training programs in order to foster children's positive attitudes to others, and improve their abilities in apperceiving and understanding emotion and feelings of others, increase their levels of good social behaviors, ameliorate their self-awareness, help them learn social communication abilities, further their mental health. And from this process current researcher try to find out the general rules in this aspect of mental health education, seek out the prefect methods of this field and offer suggestions to the practice of kindergartens.
The empathy training program lasting out for 35days is carried out among 33 five-six-year old children in a certain class of Shanghai Experiment Kindergarten. According to
relationship between the cognitive and emotional factors of empathy, the program consists of two parts, concluding about 15units. During this period series of purposeful and designed abundance activities are preformed by ways of telling stories, asking and discussing, scene acting, playing games and arts etc. The design of current study uses for reference of "Learning to care: empathy training programs" made by American professor
Feshbach and other studies of our country in this field. Compared with former studies, in current study more attention is attached to two aspects. The first is that the interaction of the cognitive and emotional factors of the empathy, especially the promotion function of the emotional factor, plays a fairly important role in excitating behaviors. The second is that children are the principal part in educational activities. These two ideas impenetrate the whole design and operating process.
The main research method of this study is case study. At the beginning of the research 33 children are divided into four levels, according to the children's scores in the empathy capability measuring. At the same time, children's context is also considered, choosing these cases. There are eight cases are selected. Pre and post programs these cases are surveyed through nature observation and questionnaires, from which researcher try to know the same program how to effects on different individuals. And research quantitative methods are also used to recruit the qualitative data.
The results have indicated that the empathy training study can to some extent improve children's abilities in apperceiving and understanding emotion and feelings of others, increase their levels of good social behaviors, ameliorate their self-awareness, help them learn social communication abilities, further their mental health. And also have proved that cognition-attitude-behavior mode is effective in mental health education.
引文
1. Batson, C. D. Influence of Self-reported distress and empathy on egoistic versus altruistic motivation to help. Journal of Personality and social Psychology, 1983, vol.45.
2. John, V. M. and Jesus, G. Social studies for children. Allyn and Bacon, 1996
3. Levine, L. E. and Hoffman, M. L. Empathy and operation in 4-year olds. Developmental Psychology, 1975,vol. 4.
4. Bruce, A. B. Handbook of self-concept: developmental, social and clinical. John Wiley and sons, Inc, 1996
5. Toi, M. and Batson, C. D. More evidence that empathy is a source of altruistic motivation. Journal of Personality and Social Psychology, 1985, vol.43.
6. Strayer, J. A Naturalistic study of empathic behaviors and their relation to affective states and perspective-taking skills in preschool children. Child Development, 1980,vol. 51.
7. Barnett, M. A. and et al. Effect of inducing Sadness about self or other on helping behavior in high-and low- empathic children. Child development, 1985, vol.53.
8. Emotional Intelligence. Daniel Goleman, 1995
9. Mehrabian, A. and Epstein, N. A measure of emotional empathy. Journal of Personality, 1972,vol.40.
10. Robin, M. K. and Mark R. L, The social psychology of emotional and behavioral problems. Aamerican Psychological Association, 1998
11. Carolyn, S. The development of emotional competence. The Guiford Press, 1999
12. Eisenberg-Berg, N. and Mussen, P. Empathy and moral development in adolescence. Developmental Psychology, 1978, vol. 14.
13. Susaane, A. D. Emotional development in young children. The Guilford Press, 1999
14. Bryant, B. K. An index of empathy for children and adolescents. Child
Development, 1982,vol.53.
15. Bengtsson, H. and Johnson, L. Cognitions related to empathy in five-to-eleven-year-old children. Child Development, 1987,vol.58.
16. Eisenberg-berg, N. and Lennon, R. Altruism and the assessment of empathy in the preschool years. Child Development, 1980, vol.51.
17. Kenneth, W. M. Behavioral, social, and emotional assessment of children. Lawkence Erlbaum Associates, 1999
18. Fultz, J., and et al. Social evaluation and the Empathy- altruism hypothesis. Journal of Personality and Social Psychology, 1986,vol.50.
19. Feshbach, N. D. and et al. Learning to Care: Classroom Activities for Social and Affective Development. Scott, Foresman and Company, 1983.
20. Ross, V and Marshall, M. H. and Scott, A. M. Child Psychology. John Wiley and Sons. Inc,1999
21. Eisenberg, N. and Miller, P. A. The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 1987, vol. 101.
22. Hoffman, M. L. Empathy, role taking, guilt, and development of altruistic motives. 1976
23. David, A. W. and John T. M. Children and their word: strategies for teaching social studies. Houghton Mifflin company, 1999
24. Huges, R. and et al. Development of empathic understanding in children. Child development, 1981, vol. 52.
25. Kerr, W. A. and Speroff, B. J. The empathy test: supplement to the manual. Chicago: Psychometric affeliates, 1951,vol. 1
26. Sandra, W. R. and Thomas, H. O. Hand book of psychotherapies with children. Plenum publishers, 1999
27. Mehrabian, A. andEpstein, N. A measure of emotional empathy. Journal of Personality, 1972,vol.40.
28.K.T.斯托曼著,张燕云译,《情绪心理学》,辽宁人民出版社,1987年9月1版.
29.皮亚杰著,《儿童的语言与思维》,文化教育出版社,1980年4月1版
30.皮亚杰著,《儿童的道德判断》文化教育出版社,1982年3月2版
31.朱家雄著,《学前儿童心理卫生》人民教育出版社,1994年7月1版
32.王义珍,《幼儿移情训练与利他行为的培养》,载自《幼教园地》1995年7-8期
33.徐勇泽,《让孩子从关心别人中得到欢乐》,载自《知识与生活》1986年1期
34.王文等,《克服自我中心培养利他行为》,载自《学前教育研究》1991年5期
35.陈俊仪,《四-五岁幼儿同情心的教育与培养实验研究》,载自《学前教育研究》1992年5期
36.李白珍,《感情移入培养与幼儿亲社会行为关系的实验研究》,载自《学前教育研究》1995年12期
37.王文珍,《幼儿移情训练与利他行为的培养》,载自《幼教园地》1995年7-8期
38.郭忠珍,《关于3.5-5.5岁幼儿分享水平发展的研究》,载自《学前教育研究》1996年1期
39.熊易群,《培养幼儿与同伴交往的能力》,载自《学前教育研究》1996年7-8期
40.王启革,《探究幼儿的情感教育》,载自《学前教育研究》1998年2期
41.陈旭,《幼儿亲社会行为培养策略研究》,载自《学前教育研究》1996年6期
42.吕例安,陈质采著,《谈儿童的情绪归因》(一)(二)(三)(四)(五),分别载自台湾《学前教育》,1999年1期,2期,3期,4期,5期
43.吕例安,陈质采著,《你想的和我一样吗?》,载自台湾《学前教育》1998年12期
44.吕例安,陈质采著,《儿童的进阶情绪概念游戏》(一)(二),载自台湾《学前教育》,1998年7期,8期
45.吕例安,陈质采著,《觉察他人的感受-同理心的培养》,载自台湾《学前教
育》,1998年11期
46.吕例安,陈质采著,《儿童的情绪概念游戏》(上)(下),载自台湾《学前教育》,1998年5期,6期
47.吕例安,陈质采著,《解读情绪、真诚分享》,载自台湾《学前教育》,1998年4期
48.吕例安,陈质采著,《我到底怎么了-儿童的清绪觉察游戏》,载自台湾《学前教育》,1998年9月
49.平升信义著.黄少廷译,《儿童心理卫生》,台湾五南图书出版公司,1987年版
50.陈帼眉主编,《学前儿童发展与教育评阶手册》,北京师范大学出版社,1994年9月1版
51.王佩玲著,《幼儿发展评量与辅导》,台湾心理出版社,1999年1月1版
52.朱智贤主编,《心理学大词典》,北京师范大学出版社,1989年10月1版
53.吴增强 叶令仪 主编,《幼儿心理健康活动指导手册》,华东师范大学出版社,1999年11月1版
54.朱家雄著,《学前儿童卫生学》,华东师范大学出皈社,1999年7月1版
55.张文新著,《儿童社会性发展》,北京师范大学出版社,1999年8月1版
56.唐淑主编,《幼儿园课程研究论文集萃》,南京师范大学出版社,1999年3月1版
57.朱家雄著,《教育卫生学》,人民教育出版社,1998年6月1版
58.梁志 著,《学前教育学》,北京师范大学出版社,1995年3月2版
59.刘金花主编.《儿童发展心理学》,华东师范大学出版社,1997年6月2版
60.张厚餐 主编,《心理与教育统计学》,北京师范大学出版社,1993年12月1版
61.王孝玲编著,《教育统计学》,华东师范大学出版社,1993年6月1版
62.张其龙,《移情训练对幼儿助人行为的影响》,1990年硕士毕业论文
63.陈向明著,《质的研究方法与社会科学研究》,台湾教育教学出版社,2001年1月1版
64.黄意舒著,《儿童行为观察法与应用》,台湾心理出版社,1996年12月1版