校园心理剧促进小学一年级学生日常自立养成的实验研究  

Campus Psychodrama Promoting the Daily Self-supporting of First-year Primary School Students:A Experimental Study

作　　者：凌辉[1,2] 彭双 刘雯瑜 冯洪 汪植英 李默[5] 张建人[1,2] LING Hui;PENG Shuang;LIU Wen-yu;FENG Hong;WANG Zhi-ying;LI Mo;ZHANG Jian-ren(Department of Psychology,Hunan Normal University,Changsha 410081,China;Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410082,China;Hunan Agriculture University,Changsha 410128,China;Hunan Wenjin Research Institute of Education,Changsha 410013,China;BNU Laban Research Center of China,Beijing100088,China)

机构地区：[1]湖南师范大学教育科学学院心理学系,长沙410081 [2]湖南师范大学,认知与人类行为湖南省重点实验室,长沙410082 [3]湖南农业大学,长沙410128 [4]湖南文津教育研究院,长沙410013 [5]北京师范大学中国拉班研究中心,北京100088

出　　处：《中国临床心理学杂志》2022年第1期182-186,共5页Chinese Journal of Clinical Psychology

基　　金：湖南省教育厅科学研究项目厅级重点课题(18A042)“校园心理剧对学龄初期儿童自立行为的养成教育研究”;湖南省教育厅科学研究项目(18C0010)“留守儿童的校园欺凌:亲子关系与自立行为的影响”;湖南省妇女理论与实践研究课题(19ZDB01)“湖南省农村留守儿童自立行为发展特点与干预研究”;湖南省高校思想政治工作研究项目(20B02)“基于阶梯式危机干预模型的高校心理危机干预研究”。

摘　　要：目的:探讨从日常自立入手制定的校园心理剧方案对小学一年级学生日常自立水平的影响。方法:采取6-12岁儿童自立行为问卷-日常自立分卷在长沙市某小学整群抽样2个班级施测,选取各班得分最低27%的儿童,以班为单位分别组成实验组(n=10)和控制组(n=10),以校园心理剧的形式对实验组进行日常自立养成干预。结果:(1)实验组的后测得分和追踪测试得分显著高于前测得分(F=22.48,P<0.001),控制组后测和追踪测试得分较前测得分也有显著提高(F=6.9,P<0.01);(2)以前测分数为协变量,协方差分析结果发现,实验组的后测(F=20.94,P<0.001)及追踪测(F=4.74,P<0.05)结果均显著高于对照组。结论:以日常自立为主题的校园心理剧干预对小学一年级学生日常自立的发展有显著促进作用。Objective:To explore the influence of campus psychodrama on the daily self-support behavior of first-year primary school students.Methods:The children aged 6-12 years old were selected from two classes in a primary school in Changsha by cluster sampling.The children with the lowest score of 27%in each class were selected and divided into experimental group(n=10)and control group(n=10).The pre-test and post-test control experimental design was used to intervene in the daily self-reliance development in the form of campus psychological drama.Results:(1)Difference is found in the group,in the experimental group,the subjects of a pretest score was significantly lower than test scores and tracking after scoring(F=22.48,P<0.001),in the control group,subjects of measuring and tracking after scoring the previous test scores were significantly increased(F=6.9,P<0.01);(2)Previous test scores were covariates,and the differences between the experimental group and the control group were compared through covariance analysis,and the results of post-test(F=20.94,P<0.001)and follow-up(F=4.74,P<0.05)of the experimental group were significantly higher than those of the control group.Conclusion:The intervention of campus psychodrama with the theme of daily self-supporting can promote the development of daily self-supporting of first-year primary school students.

关 键 词：日常自立 校园心理剧 小学一年级学生 

分 类 号：R395.5[哲学宗教—心理学]