社会学习理论视角下幼儿性别角色的发展及其影响因素  

The Development of Children＇s Gender Roles and Their Influencing Factors From the Perspective of Social Learning Theory

作　　者：黎勇[1] 邓祎[2] 

机构地区：[1]长沙师范学校《学前教育研究》杂志社,湖南长沙410100 [2]．湖南第一师范学院教育科学系,湖南长沙410205

出　　处：《特立学刊》2012年第2期32-35,共4页Teli Journal

摘　　要：从班杜拉的社会学习理论来看，幼儿性别角色获得主要通过直接教育、模仿、扮演体验等三种途径，而性别角色的发展动机则经历一个由外在的社会认同到内在的自我调节机制的过程。影响幼儿性别角色形成的因素包括染色体、性激素、家庭、幼儿园与社会等。因此，可从家庭、幼儿园和社会三方面进行幼儿性别角色教育，以促使幼儿性别角色认同的健康发展。We can see from Bandura＇s social learning theory that the approaches to obtain children gender roles include direct instruction, imitation, role-play experiences, while the motivation of the development of gender roles is a process of an external social identity and inner self-regulation mechanism. The influencing factors of children gender role formation include the chromosomes, sex hormones, family, kindergarten, and society, etc. Therefore, we need to teach children gender roles in families, kindergartens and the community as well to promote the healthy development of children gender role.

关 键 词：社会学习理论 幼儿 性别角色 影响因素 

分 类 号：G61[文化科学—学前教育学]