学前儿童对不同类型道德故事的内隐信息和主旨的理解

Preschoolers' Understanding of Implicit Information and Moral Theme of Different Moral Stories

道德故事是学前儿童道德教育的主要材料之一,学前儿童对道德故事内隐信息和主旨的理解影响着教育者对道德故事的选择。本研究将322名学前儿童随机分配到四个实验组和一个控制组,实验组儿童分别阅读强调"行为者对自身助人行为的积极情绪"、"行为者对自身不助人行为的消极情绪"、"旁观者对行为者助人行为的积极情绪"和"旁观者对行为者不助人行为的消极情绪"的道德故事,控制组则阅读非道德故事。研究结果表明,不同年龄段学前儿童对不同类型道德故事的内隐信息和主旨的理解存在差异:在故事内隐信息理解方面,学前儿童对强调"行为者对自身助人行为的积极情绪"的道德故事内隐信息的理解好于对其他类型道德故事和非道德故事内隐信息的理解;在故事主旨理解方面,4岁儿童对各类故事主旨的理解程度相近,5岁儿童能够更好地理解强调"行为者对自身助人行为的积极情绪"的道德故事的主旨,6岁儿童对强调"行为者对自身助人行为的积极情绪"和"旁观者对行为者不助人行为的消极情绪"的道德故事主旨的理解好于对其他类型道德故事主旨的理解。这提示教育者应注重培养学前儿童的归纳能力,并选择强调"行为者对自身助人行为的积极情绪"和"旁观者对行为者不助人行为的消极情绪"的道德故事,以促进4~6岁儿童对道德故事内隐信息与主旨的理解。

Moral stories are the main materials of preschoolers＂ moral education. Selection ol the materials depends on preschoolers＇ understanding of implicit information and moral theme of moral stories. The present study aimed to clarify the effect of different moral stories on preschoolers＇ understanding of implicit information and moral theme. A total of 322 preschoolers between 4 and 6 years old were randomly assigned to four experimental groups and one control group. Moral stories were classified into four categories： moral stories emphasizing actors＇ positive emotions toward their helping behavior, those emphasizing actors＇ negative emotions toward their non-helping behavior, those emphasizing observers＇ positive emotions toward helping behavior, and those emphasizing observers＇ negative emotions toward non-helping behavior. For each of the experimental groups, a specific type of moral story was presented. For the control group, a non-moral story was presented. The preschoolers were tested with regard to their understanding of implicit information and moral theme. The results showed that the preschoolers had better implicit information comprehension regarding the moral story emphasizing the actor＇s positive emotions toward their helping behavior than the non-moral story and most of other moral stories. Moreover, the 4-year-old children had similar theme comprehension of different stories. The 5-year-old children had a better moral theme comprehension of the moral story emphasizing the actor.＇s positive emotions toward their helping behavior. The 6-year-old children had a better moral theme comprehension of the moral story emphasizing the actor＇s positive emotions toward their helping behavior and the moral story emphasizing the observer＇s negative emotions toward non-helping behavior than their moral theme comprehension of other moral stories. The results suggest that there are differences in preschoolers＇ understanding of implicit information and moral theme of different moral stories. For implicit information comprehension, educators should choose moral stories emphasizing actors＇ positive emotions toward their helping behavior for promoting preschoolers＇ understanding of implicit information. For moral theme comprehension, educators should foster 4-year- olds＇ inductive ability in order to promote their moral theme comprehension; educators should choose moral stories emphasizing actors＇ positive emotions toward their helping behavior for promoting 5-year- olds＇ moral theme comprehension; educators should choose moral stories emphasizing actors＇ positive emotions toward their helping behavior and those emphasizing observers＇ negative emotions toward non- helping behavior for promoting 6-year-olds＇ moral theme comprehension.