西方亲社会行为研究与学校教育  

Prosocial Behaviors Research and School Education in the West

作　　者：吴玫[1] 周宏[1] 

机构地区：[1]云南大学高等教育研究院,云南昆明650091

出　　处：《高教发展与评估》2015年第4期70-79,107-108,共10页Higher Education Development and Evaluation

基　　金：教育部人文社会科学研究项目西部课题"边疆地区大学生亲社会行为影响因素的系统研究"阶段性成果(K3030186)

摘　　要：亲社会行为的发展具有生物固有的规律,也受家庭和环境的影响,通过学校组织有意义的志愿服务活动能得以促进。亲社会行为在儿童和青少年阶段有随着年龄的增加而增长的趋势。学校的日常教学活动对促进学生的亲社会行为并不明显,一些针对增强学生的亲社会行为而设计的干预活动既耗时效率也不高。不过,一些特殊的教学安排可以提高学生的亲社会行为,比如安排不同年龄的学生在一起学习,使用主动合作的教学方法而不是单纯的讲授教学方法。同时,学校组织长期的有意义的"志愿活动"有利于学生的亲社会行为、公民意识的培养和个人发展。The prosocial behavior growth has the inherent law of living creatures,and is influenced by family and environment.Further,the prosocial behavior can be increased by school-organized meaningful volunteer activities.Specifically,the prosocial behaviors tend to increase with age during childhood and adolescent period,while the prosocial behaviors are not found to increase remarkably from the daily education activities at school.Plus,it is found that the intervention activities designed to increase prosocial behavior are time-consuming and inefficient.However,certain arrangement of education settings is found to promote the prosocial behavior,such as providing opportunities for children at different ages to study together,and to apply active collaborating study pedagogy instead of lecturing.Meanwhile,it is also found that meaningful 'volunteering' activities organized by school are beneficial to students' prosocial behavior,civic awareness and personal development.

关 键 词：亲社会行为 教育社会学 认知心理学 学校教育 志愿者活动 服务学习 

分 类 号：G40-05[文化科学—教育学原理]