基于国际文本分析的学前儿童社会性发展指标比较研究  

A Comparative Study of Social Development Indicators of Preschool Children Based on International Text Analysis

作　　者：霍力岩[1] 李婧漪 黄双 HUO Liyan;LI Jingyi;HUANG Shuang

机构地区：[1]北京师范大学教育学部学前教育研究所,100875 [2]北京联合大学师范学院,100011

出　　处：《中华女子学院学报》2024年第4期93-102,共10页Journal of China Women＇s University

基　　金：国家社会科学基金教育学重点课题“学前教育中长期发展目标及推进策略研究”的阶段性研究成果,课题编号:AHA160008。

摘　　要：社会性是儿童身心和谐发展与持续适应社会的必备品质。运用MAXQDA分析软件,对美国、英国、澳大利亚、新西兰、日本和新加坡六国的相关文本进行比较得出,学前儿童社会性发展包括自我概念、人际交往和适应社会3项一级指标,自我认知、情绪管理、与人交往等6项二级指标,以及自信心、自我描述、情绪识别与表达等14项三级指标。继而提出,新时代应以认知、行为和环境破解儿童社会性发展单一走向,以培养积极自我概念引导儿童逐步探索和拥抱自我,以建立积极人际关系培养儿童群体交往与合作能力,以适应社会文化环境支持儿童涵养必备的公民品格。Sociality is the essential quality of children's harmonious development of body and mind and continuous adaptation to society.The study uses MAXQDA analysis software to compare the relevant policy texts of six countries:the U.S.,the U.K.,Australia,New Zealand,Japan and Singapore.It is concluded that the social development of preschool children encompasses three first-level indicators of self-concept,interpersonal communication and adaptation to society,and six second-level indicators of self-cognition,emotion management and interaction with people as well as 14 three-level indicators including self-confidence,self-description,emotion recognition and expression,etc..Further,it is suggested that in the new era,the single trend of children's social development should be solved by cognition,behavior and environment,so as to guide children to explore and embrace themselves through cultivating positive self-concept,to cultivate children's group communication and cooperation ability through establishing positive interpersonal relationship,and to adapt to the social and cultural environment to support children to cultivate the necessary civic character.

关 键 词：社会性发展 发展指标 学前儿童 

分 类 号：G615[文化科学—学前教育学]