对话式阅读提升4一5岁幼儿社会情绪能力的干预研究  

Intervention Study on Dialogue Reading to Enhance Social Emotional Competence of Children Aged 4-5 Years Old

作　　者：盛涛 武云鹏 武建芬[1,2] Sheng Tao;Wu Yunpeng;Wu Jianfen(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,Zhejiang,311121;Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare,Hangzhou Normal University,Hangzhou,Zhejiang,311121;College of Teacher Education,Dezhou University,Dezhou,Shandong,253023)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121 [2]浙江省哲学社会科学实验室杭州师范大学婴幼儿发展与托育实验室,浙江杭州311121 [3]德州学院教师教育学院,山东德州253023

出　　处：《幼儿教育》2024年第33期15-20,共6页Early Childhood Education

基　　金：教育部人文社会科学研究青年项目“家校社协同育人视角下的学前儿童社会情感能力干预研究”的研究成果之一,项目批准号:23YJC880115。

摘　　要：本研究选取杭州市某幼儿园77名4一5岁幼儿,采用教育实验法将幼儿分为对照组、传统阅读干预组和对话式阅读干预组,选取12本社会情绪主题图画书,进行12周的干预实验,发现社会情绪主题图画书的阅读干预可以有效提升幼儿的社会情绪能力,对话式阅读比传统阅读的提升效果更显著。研究者据此提出教育建议。This study selected 77 children aged 4-5 years from a kindergarten in Hangzhou,and used an educational experimental method to divide them into a control group,a traditional reading group,and a dialogue reading group.12 picture books with social emotional themes were selected for a 12-week intervention experiment.It was found that social emotional picture book reading interventions can effectively improve children's social emotional competence,and the improvement effect of dialogue reading is more significant than that of traditional reading.Based on these findings,the researchers have made educational recommendations.

关 键 词：社会情绪能力 对话式阅读 4一5岁幼儿 干预研究 

分 类 号：G610[文化科学—学前教育学]