绘本教学促进农村幼儿情绪社会性发展的实验干预研究

Experimental Intervention on Promoting Rural Children’s Emotional and Social Development by Picture Book Teaching

为检验绘本教学对农村幼儿情绪社会性发展的促进作用,采用单组“前测-后测”实验设计,从陕西省13所农村幼儿园中选取35个中班的250名幼儿为研究对象,运用“感知体验、导之以行、习以成性”的绘本教学模式,开展为期一学期的实验研究。结果表明:绘本教学能有效促进农村幼儿的情绪社会性发展;幼儿情绪社会性的发展在性别上存在显著差异,女孩发展优于男孩;绘本教学可以弥补主要抚养人的陪伴不足。因此,绘本既为幼儿提供了一个情感互动的媒介,又能使幼儿与绘本的内容产生共鸣,形成“替代性经验”,这对农村地区幼儿的情绪社会性发展很有帮助。

In order to inspect picture book teaching’s promotion on children’s emotional social development,a single group pre-test-and-post-test experimental design was adopted.250 children from 35 middle classes in 13 rural kindergartens in Shaanxi Province were selected as the research objects.The picture book teaching mode of“perception experience,guidance to action,learning to nature”was adopted to carry out the experimental research for one semester.The results show that picture book teaching can effectively promote the emotional and social development of rural children.There is a significant difference in the development of children’s emotional and social development in gender,and the development of girls is better than that of boys.Picture book teaching can make up for the lack of primary caregivers.Therefore,picture books not only provide children with a medium of emotional interaction,but also make children resonate with the content of picture books to produce“alternative experience”,which is very helpful for the emotional and social development of children in rural areas.