绘本教学对幼儿情绪调节能力的影响  

The Effect of Picture Book Teaching on Emotion Regulation Ability of Kindergarten Children

作　　者：张华玲[1] 闻静 ZHANG Hua-ling;WEN Jing(Hefei Normal University,Hefei 230601,China)

机构地区：[1]合肥师范学院,安徽合肥230601

出　　处：《陕西学前师范学院学报》2018年第9期1-5,共5页Journal of Shaanxi Xueqian Normal University

基　　金：合肥师范学院产学研合作育人基地基金项目(2015CXYJDSK010)

摘　　要：为探索绘本教学对幼儿情绪调节能力发展的影响,本研究使用实验法和问卷法,随机选取某幼儿园中班共48名幼儿为研究对象以及幼儿所在班的W老师为实验合作者,以《中国第一套儿童情绪管理图画书》为载体对24名幼儿实施情绪绘本教学,实验组和对照组同时采用《幼儿情绪调节发展状况问卷》(教师评定)对幼儿情绪调节能力进行前测和后测。研究结果显示,实验组幼儿与对照组幼儿在基本情绪识别与理解、情绪的表达、情绪的调控和情绪的运用等方面的发展水平差异显著;实验组幼儿情绪调节能力各维度前后测存在显著性差异;对照组幼儿的情绪调节水平前后没有出现显著性差异。研究结果表明绘本教学促进了幼儿情绪调节能力的发展。In order to explore the influence of picture book teaching on the development of emotional regulation ability of kindergarten children, this study used experimental methods and questionnaires to randomly select a total of 48 children in the middle class of a kindergarten as the research object and the W teacher in the class of the child is the experimental collaborator. and the control group; There were significant differences between the pretest and post-test measures in the emotional conditioning ability of the experimental group; There was no significant difference between the control group and the young children before and after the emotional regulation level. The research results show that picture book teaching promotes the development of childreffs emotional adjustment ability.

关 键 词：绘本教学 情绪调节能力 幼儿教师 

分 类 号：G612[文化科学—学前教育学]