体育活动发展3~6岁幼儿亲社会行为的理论与实践研究
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摘要
个体的亲社会行为从3～6岁开始出现，并且会对人的一生产生巨大的影响，本研究从社会学、心理学和教育学的视角，对187名幼儿进行了为期1年的故事情境启动下的体育游戏活动的教育学实验，探讨故事情境启动下的体育游戏活动对3～6岁幼儿亲社会行为的促进作用，假设恰当的、适合幼儿生理和心理特征的体育游戏活动可以有效地培养幼儿的亲社会行为，以期为幼儿体育教育教学活动提供理论依据和实践参考。
在查阅资料、访谈专家和调查幼儿教师及家长后，利用数理统计（SPSS）和结构方程模型（AMOS）对数据进行分析确定幼儿亲社会行为的维度指标，3～6岁幼儿亲社会行为分为四个维度，其中情感方面包括同情、安慰；利他方面包括帮助、捐助；协作方面包括合作、分享；责任方面包括守信、轮流。调查显示，3～6岁幼儿亲社会行为的发展是一个循序渐进的过程，它会随着年龄的增长而增多。其具体情况为，中班幼儿仅在同情行为和安慰行为方面有明显发展；大班和学前班幼儿的帮助行为、捐助行为、合作行为、分享行为、守信行为和轮流均有一定发展。进一步通过实验验证情境启动下的体育游戏活动对幼儿亲社会行为的促进作用，同时采用教师、家长观察、幼儿谈话、体质测定及个案等方法，为研究提供辅助性依据。研究中的中班是指3～4岁幼儿、大班是指4～5岁幼儿、学前班是指5～6岁幼儿。
研究结果发现，故事情境启动下的体育游戏对幼儿亲社会行为四个维度的发展均有一定的促进作用，具体表现为：1.对促进中班幼儿同情心的发展，具有明显的效果；对促进大班和学前班幼儿同情心的发展，具有一定的效果，但效果不如中班明显。2.对促进中班幼儿安慰行为的发展，具有明显效果；对促进大班幼儿安慰行为的发展，具有明显效果；对促进学前班幼儿安慰行为的发展，具有明显效果。3.对促进大班幼儿帮助行为的发展，具有明显效果；对于促进学前班幼儿帮助行为的发展，具有明显效果。4.对促进大班幼儿捐助行为的发展，有一定的作用，但不是很明显；对促进学前班幼儿捐助行为的发展没有作用。5.对促进大班和学前班幼儿合作行为的发展，有非常显著的作用。6.对促进大班和学前班幼儿分享行为的发展，具有非常明显的效果。7.对促进大班幼儿守信行为的发展，具有非常明显的作用；对促进学前班幼儿守信行为的发展，具有一定的作用。8.对促进大班幼儿轮流行为的发展，具有一定的作用；对促进学前班幼儿轮流行为的发展，具有非常明显的作用。
对个案研究的结果发现，故事情境启动下的体育游戏对改善个案的不良行为有一定的作用：首次干预可以使个体不良行为出现频次减少，停止干预会导致不良行为次数回升，但回升幅度不大且未达到原始水平，干预具有维持效应；再次进行干预时，被试不良行为的出现次数频率最低。
幼儿体质与其社会性的发展有密切关系，研究中发现，体育游戏对促进幼儿体质健康具有一定作用，但我国幼儿体质测定过程存在普及性差、反馈机制滞后、测试结果误差大等问题，导致幼儿体质评价缺乏科学性，这将使体质与幼儿社会性发展关联的研究受到限制。
建议：1.应建立健全幼儿体育教学大纲，增加幼儿体育游戏的比重，以发挥体育游戏促进幼儿亲社会行为的效益。2.应建立健全法制法规以保障幼儿体育游戏的权益，让幼儿在体育游戏中，充分发展个性。3.应加强幼儿教师的体育知识培训，以确保幼儿体育教育过程的合理性。4.重视幼儿体质与社会性发展的相关关系，建立健全幼儿体质测定制度。5.应深入开展幼儿体育教育研究，以使体育游戏为幼儿社会性的发展贡献一份力量。
Pro-social behavior of individuals begins to appear at the age of3to6and will have a great impact onhuman life. From the perspectives of sociology, psychology and pedagogy, this study discusses thepromoting role of scenario sports games on pro-social behavior of children aged from3to6. Assumingproper sports games which are suitable for the physical and psychological characteristics of young childrencan help develop children’s pro-social behavior effectively, this study will provide theoretical foundationand practical reference for young children’s physical education
After analyzing the data, consulting some experts and interviewing the teachers and parents of someyoung children, through analyzing the data by means of Statistical Product and Service Solutions(SPSS)and Analysis of Moment Structures(AMOS), a conclusion is drawn as follows: pro-social behavior ofyoung children aged from3to6can be divided into four dimensions, including compassion andconsolation in emotional dimension, help and donation in altruistic dimension, cooperation and sharingin coordinative dimension, and keeping promises and taking turns in responsible dimension. Pro-socialbehavior develops gradually and increases with age. The result of the study shows that the children inintermediate classes in kindergarten develop well in sympathy and consolation behavior, and thechildren in eldest classes and preschool classes get a certain level of development in help, donation,cooperation, sharing, keeping promise and taking turns behavior. Experiments prove that scenariosports games play a promoting role in the development of pro-social behavior of young children. Thesupporting evidence for this study includes the observation of teachers and parents, talking with youngchildren, measurement of physical fitness and health and case study. Children in intermediate classesare aged from3to4, children in eldest classes from4to5, and children in preschool classes from5to6.
The study shows that scenario sports games can help develop the pro-social behavior of youngchildren in emotion, altruism, coordination and responsibility. The concrete results are as follows：1. Theydevelop remarkably the sympathy behavior of the children in intermediate classes; they develop thesympathy behavior of the children in eldest classes to a certain degree and the effect is not as remarkable asit is in intermediate classes.2. They develop the consolation behavior of children and the effect isremarkable in intermediate classes, eldest classes and preschool classes.3. They develop the help behaviorof children and the effect is remarkable in eldest classes and preschool classes.4. They develop thedonation behavior of children in eldest classes to a certain degree while they fail to develop the children inpreschool classes.5. They develop the coordination behavior of children both in eldest classes and inpreschool classes and the effect is considerably remarkable.6. They develop the sharing behavior ofchildren both in eldest classes and in preschool classes and the effect is considerably remarkable.7. Theydevelop the keeping promises behavior of children both in eldest classes and in preschool classes and theeffect is considerably remarkable.8. They develop the taking turns behavior of children both in eldestclasses and in preschool classes and the effect is considerably remarkable.
The study on cases shows that scenario sports games play a role in helping correct bad conduct. Firstintervention can reduce the frequency of bad conduct. The cessation of intervention will cause it to rebound,but it will not return to its original level, which shows intervention can maintain its effect. Furtherintervention can make the frequency of bad conduct lowest, which proves that scenario sports games canhelp correct bad conduct very effectively.
Children’s physical health is closely related to the development of their sociality. The study finds outthat sports games can promote physical health of young children to some extent. But there are still manyproblems in the process of measurement of children’s physical fitness and health, including the inadequatepopularizaton of the test, the delay of feedback mechanism and the errors of tests results. These problemsmay result in the evaluation on children’s physical health to be unscientific and will restrict the study of theconnection between physical health and the development of young children’s sociality.
Based on the conclusions above, suggestions are given as follows:1. Curriculum for young children’sphysical education should be laid down and perfected. Sports games should be increased so as to promoteyoung children’s pro-social behavior.2. Certain laws should be made to guarantee young children’s right ofjoining in sports games so that they can develop their personality freely.3. Kindergarten teachers should begiven some courses about physical education in order to ensure the reasonableness of young children’sphysical education.4. Emphasis should be focused on the connection between young children’s physicalhealth and the development of their sociality, and the system of measurement of young children’ physicalfitness and health should be established and perfected.5. The study of young children’s physical educationshould be probed deeply so that sports games will make contribution to the development of youngchildren’s sociality.
在查阅资料、访谈专家和调查幼儿教师及家长后，利用数理统计（SPSS）和结构方程模型（AMOS）对数据进行分析确定幼儿亲社会行为的维度指标，3～6岁幼儿亲社会行为分为四个维度，其中情感方面包括同情、安慰；利他方面包括帮助、捐助；协作方面包括合作、分享；责任方面包括守信、轮流。调查显示，3～6岁幼儿亲社会行为的发展是一个循序渐进的过程，它会随着年龄的增长而增多。其具体情况为，中班幼儿仅在同情行为和安慰行为方面有明显发展；大班和学前班幼儿的帮助行为、捐助行为、合作行为、分享行为、守信行为和轮流均有一定发展。进一步通过实验验证情境启动下的体育游戏活动对幼儿亲社会行为的促进作用，同时采用教师、家长观察、幼儿谈话、体质测定及个案等方法，为研究提供辅助性依据。研究中的中班是指3～4岁幼儿、大班是指4～5岁幼儿、学前班是指5～6岁幼儿。
研究结果发现，故事情境启动下的体育游戏对幼儿亲社会行为四个维度的发展均有一定的促进作用，具体表现为：1.对促进中班幼儿同情心的发展，具有明显的效果；对促进大班和学前班幼儿同情心的发展，具有一定的效果，但效果不如中班明显。2.对促进中班幼儿安慰行为的发展，具有明显效果；对促进大班幼儿安慰行为的发展，具有明显效果；对促进学前班幼儿安慰行为的发展，具有明显效果。3.对促进大班幼儿帮助行为的发展，具有明显效果；对于促进学前班幼儿帮助行为的发展，具有明显效果。4.对促进大班幼儿捐助行为的发展，有一定的作用，但不是很明显；对促进学前班幼儿捐助行为的发展没有作用。5.对促进大班和学前班幼儿合作行为的发展，有非常显著的作用。6.对促进大班和学前班幼儿分享行为的发展，具有非常明显的效果。7.对促进大班幼儿守信行为的发展，具有非常明显的作用；对促进学前班幼儿守信行为的发展，具有一定的作用。8.对促进大班幼儿轮流行为的发展，具有一定的作用；对促进学前班幼儿轮流行为的发展，具有非常明显的作用。
对个案研究的结果发现，故事情境启动下的体育游戏对改善个案的不良行为有一定的作用：首次干预可以使个体不良行为出现频次减少，停止干预会导致不良行为次数回升，但回升幅度不大且未达到原始水平，干预具有维持效应；再次进行干预时，被试不良行为的出现次数频率最低。
幼儿体质与其社会性的发展有密切关系，研究中发现，体育游戏对促进幼儿体质健康具有一定作用，但我国幼儿体质测定过程存在普及性差、反馈机制滞后、测试结果误差大等问题，导致幼儿体质评价缺乏科学性，这将使体质与幼儿社会性发展关联的研究受到限制。
建议：1.应建立健全幼儿体育教学大纲，增加幼儿体育游戏的比重，以发挥体育游戏促进幼儿亲社会行为的效益。2.应建立健全法制法规以保障幼儿体育游戏的权益，让幼儿在体育游戏中，充分发展个性。3.应加强幼儿教师的体育知识培训，以确保幼儿体育教育过程的合理性。4.重视幼儿体质与社会性发展的相关关系，建立健全幼儿体质测定制度。5.应深入开展幼儿体育教育研究，以使体育游戏为幼儿社会性的发展贡献一份力量。
Pro-social behavior of individuals begins to appear at the age of3to6and will have a great impact onhuman life. From the perspectives of sociology, psychology and pedagogy, this study discusses thepromoting role of scenario sports games on pro-social behavior of children aged from3to6. Assumingproper sports games which are suitable for the physical and psychological characteristics of young childrencan help develop children’s pro-social behavior effectively, this study will provide theoretical foundationand practical reference for young children’s physical education
After analyzing the data, consulting some experts and interviewing the teachers and parents of someyoung children, through analyzing the data by means of Statistical Product and Service Solutions(SPSS)and Analysis of Moment Structures(AMOS), a conclusion is drawn as follows: pro-social behavior ofyoung children aged from3to6can be divided into four dimensions, including compassion andconsolation in emotional dimension, help and donation in altruistic dimension, cooperation and sharingin coordinative dimension, and keeping promises and taking turns in responsible dimension. Pro-socialbehavior develops gradually and increases with age. The result of the study shows that the children inintermediate classes in kindergarten develop well in sympathy and consolation behavior, and thechildren in eldest classes and preschool classes get a certain level of development in help, donation,cooperation, sharing, keeping promise and taking turns behavior. Experiments prove that scenariosports games play a promoting role in the development of pro-social behavior of young children. Thesupporting evidence for this study includes the observation of teachers and parents, talking with youngchildren, measurement of physical fitness and health and case study. Children in intermediate classesare aged from3to4, children in eldest classes from4to5, and children in preschool classes from5to6.
The study shows that scenario sports games can help develop the pro-social behavior of youngchildren in emotion, altruism, coordination and responsibility. The concrete results are as follows：1. Theydevelop remarkably the sympathy behavior of the children in intermediate classes; they develop thesympathy behavior of the children in eldest classes to a certain degree and the effect is not as remarkable asit is in intermediate classes.2. They develop the consolation behavior of children and the effect isremarkable in intermediate classes, eldest classes and preschool classes.3. They develop the help behaviorof children and the effect is remarkable in eldest classes and preschool classes.4. They develop thedonation behavior of children in eldest classes to a certain degree while they fail to develop the children inpreschool classes.5. They develop the coordination behavior of children both in eldest classes and inpreschool classes and the effect is considerably remarkable.6. They develop the sharing behavior ofchildren both in eldest classes and in preschool classes and the effect is considerably remarkable.7. Theydevelop the keeping promises behavior of children both in eldest classes and in preschool classes and theeffect is considerably remarkable.8. They develop the taking turns behavior of children both in eldestclasses and in preschool classes and the effect is considerably remarkable.
The study on cases shows that scenario sports games play a role in helping correct bad conduct. Firstintervention can reduce the frequency of bad conduct. The cessation of intervention will cause it to rebound,but it will not return to its original level, which shows intervention can maintain its effect. Furtherintervention can make the frequency of bad conduct lowest, which proves that scenario sports games canhelp correct bad conduct very effectively.
Children’s physical health is closely related to the development of their sociality. The study finds outthat sports games can promote physical health of young children to some extent. But there are still manyproblems in the process of measurement of children’s physical fitness and health, including the inadequatepopularizaton of the test, the delay of feedback mechanism and the errors of tests results. These problemsmay result in the evaluation on children’s physical health to be unscientific and will restrict the study of theconnection between physical health and the development of young children’s sociality.
Based on the conclusions above, suggestions are given as follows:1. Curriculum for young children’sphysical education should be laid down and perfected. Sports games should be increased so as to promoteyoung children’s pro-social behavior.2. Certain laws should be made to guarantee young children’s right ofjoining in sports games so that they can develop their personality freely.3. Kindergarten teachers should begiven some courses about physical education in order to ensure the reasonableness of young children’sphysical education.4. Emphasis should be focused on the connection between young children’s physicalhealth and the development of their sociality, and the system of measurement of young children’ physicalfitness and health should be established and perfected.5. The study of young children’s physical educationshould be probed deeply so that sports games will make contribution to the development of youngchildren’s sociality.
引文
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