社会情绪学习课程对4-6岁幼儿同伴交往能力影响的实验研究

Experimental Study on the Influence of Social-Emotion Learning on Peer Communication Ability of Children Aged 4-6

社会情绪学习具体包括的五项核心能力,对提高学生学业成绩、心理健康水平和减少学生问题行为等方面具有积极作用。同时,这些能力与幼儿同伴交往所需的能力息息相关。本研究采用实验法,选取沈阳市某公立幼儿园的四个中班、四个大班共194名幼儿作为研究对象,以设计社会情绪学习课程为核心,通过课程的实施,探究社会情绪学习课程对幼儿同伴交往能力的促进效果,为构建系统化的社会情绪学习课程提供参考。

The five core competencies specifically included in social-emotional learning have a positive effect on improving students'academic performance,mental health and reducing their problematic behaviors.At the same time,these competencies are closely related to those required for young children's peer communication.In this study,an experimental method was used to select a total of 194 children from four middle and four older classes in a public kindergarten in Shenyang as the subjects,with the design of a social-emotional learning curriculum as the core,and through the implementation of the curriculum,to investigate the effects of the social-emotional learning curriculum on the promotion of young children's peer communication skills,and to provide a reference for the construction of a systematic social-emotional learning curriculum.