摘要
社会技能是个体社会能力的重要组成部分。社会技能训练旨在通过干预方案的实施，帮助社会技能不良的个体掌握社会交往所必须的知识或技能、提高其社会适应。
社会技能训练的相关文献表明，“情感缺失”是个体社会技能不良的主要原因之一。为此，本研究尝试运用情感训练模式训练3-5岁儿童的社会技能，并且希望该模式能改变以往训练模式长期效应不足的问题，同时为幼儿园课程与教学改革提供理论依据。
情感训练模式是根据现代元认知原理，借鉴社会技能分子模型的理论结构，侧重于社会技能的情感监控过程，以情感认知为基础，分情感表达、情感感受和情感控制三个方面对个体进行训练。
本研究在株洲市幼儿园进行，从中选取大、中、小各2个班随机编入实验组和对照组。实验组接受为期4个月的情感模式训练，对照组接受常规教育模式的训练。效果检验采用根据社会技能分子结构模型修订的“幼儿社会技能量表”。研究结果表明：
1．社会技能情感训练模式能显著提高幼儿社会技能的总体水平，其中，言语性社会技能的整体效果更加明显。
2．幼儿社会技能训练的效果存在一定的年龄差异，但性别差异不明显。其中，4岁左右可能是实施社会技能训练的最佳时期。
3．儿童社会技能发展存在“结构失衡”的现象，即情感性社会技能的水平显著低于言语性社会技能；而社会技能情感训练模式难以解决这种结构失衡问题。
针对本研究的问题与不足，进一步的研究可以从延长训练期、进行长期跟踪研究或采用整合训练的方式对社会技能的情感性和言语性两方面同时进行训练；或从理论及实践训练方面深入探讨儿童社会技能发展的“结构失衡”问题等方面入手。
Social skill is an important component of individual's social capability, and social skill training is to enhance ill-social skill individuals' social adaptness by grasping the knowledge and skills, which is necessary for one's social intercourse.
The literature of social skill training indicate that "emotion shortage" is a main reason to one's ill-social skill. So, we choose an emotional social skill training model to train children between 3 and 5 years of age, and wish this training can change the condition of present social skill training which is not has long-time effect; we also wish it can provides some useful datum for kindergartens' lesson and teaching reform.
Social skill's emotional training model is based on mental-cognition theory and borrowed the theory construction of social skill molecular model, emphasis on the emotional supervise and control process of social skill, take emotional cognition as its central element in order to train individual's social skill form three aspects, which are emotion express, emotion sensitivity and emotion control.
Our study is applied in ZhuZhou city-kindergarten. we choose two classes of every age level (3-year-olds, 4-year-olds and 5-year-olds ) as experimental group and control group. The experimental group received 4 months' emotional model's social skill training and the control group got the normal schooling's teaching. We use Social Skill Inventory for Preschool Children which is revised on the grounds of social skill's molecular model to evaluate the effects. The results of this study indicate:
1. Emotional training model of social skill can enhance children's social skill markedly, but the verbal social skill's training effect is relatively more striking than emotional social skill.
2.There is age difference in the effect of social skill training, but children's gender is not an important factor which may affect the training's effects. The best effect of children's social skill training may come out with 4-year-olds.
3.There is a "construction imbalance" phenomenon in children's social skill development. That is, children's emotional social skill is much more lower than their verbal social skill, and our training cannot solve this problem.
We can take dozens of other studies aimed for the insufficiency and problems turned up in this study, stich as prolong the training time or take long time come after study , or to train the emotional social skill and vertml social skill at the same time by take some integral methods, or to investgate the "construction imbalance" phenomena of children's social skill development in theory and practice area.
引文
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