人际认知问题解决的发展与学前儿童焦虑症状、同伴交往的关系  

Development of ICPS and Preschooler's Anxiety Symptoms,Peer Interaction

作　　者：赵金霞[1] 王美芳[2] 

机构地区：[1]临沂师范学院教育学院,临沂276005 [2]山东师范大学心理学院,济南250014

出　　处：《学前教育研究》2011年第2期37-40,共4页Studies in Early Childhood Education

基　　金：全国教育科学"十一五"规划教育部重点项目(项目编号:DBA080166);山东省社会科学规划研究项目(项目编号:06JDB066)的资助

摘　　要：从济南市某幼儿园选取学前儿童260名,本研究采用访谈法和问卷法,考察儿童人际认知问题解决的特点及其与焦虑症状、同伴交往的关系,结果发现:学前儿童预期行为结果的能力显著高于生成替代性问题解决策略和理解行为原因的能力;6岁组儿童生成替代性问题解决策略、预期行为结果和理解行为原因的能力,以及问题解决策略的适当性均显著高于4岁组;男孩预期行为结果的能力显著高于女孩;问题解决策略的数量越多,有效性和适当性越高,社交恐惧发展水平越低;问题解决策略、预期行为结果和理解行为原因三种能力的发展水平越高,越易为同伴接纳。The development of preschooler＇s interpersonal cognitive problem-solving （ICPS） and the relationships between ICPS and anxiety symptoms, peer communication were explored with a sample of 260 4 to 6 year old preschoolers in Jinan through interview and questionnaire. Results indicated with the development of ICPS, children have less anxiety and been accepted by peers more easily. To the children, the development level of consequential thinking is higher than the level of alternative-solution thinking and causal thinking. The boy＇s ability of consequential thinking is higher than girls＇. The larger the quantity of alternative-solution is, the higher the effectiveness and the approriateness are, the lower social phobia is, and the higher the peer acceptace is.

关 键 词：学前儿童 人际认知问题解决 焦虑症状 同伴接纳 

分 类 号：B844.1[哲学宗教—发展与教育心理学]