幼儿社会情绪对学习品质的预测作用  

The Predictive Effect of Preschoolers’Social Emotions on Learning Quality

作　　者：吴东女 谭海燕 王军利 Wu Dongnv;Tan Haiyan;Wang Junli(Faculty of Education,Guangxi Normal University,Guilin,Guangxi,541004)

机构地区：[1]广西师范大学教育学部,广西桂林541004

出　　处：《幼儿教育》2025年第3期60-64,共5页Early Childhood Education

基　　金：国家社会科学基金教育学青年项目“幼儿在六种基本情绪情境中的情绪表达规则认知发展的追踪研究”(项目批准号AHA150177);广西教育科学重点基地重大课题“广西学前教育高质量发展评价指标体系研究”(课题编号:2024JD06)的研究成果之一。

摘　　要：本研究选取211名幼儿作为研究对象,使用《亚太学前儿童发展量表》测查幼儿的学习品质和社会情绪发展水平,并探究二者的关系。研究发现:(1)幼儿社会情绪水平随年龄增长而迅速提升,且女童在寻求帮助和感受情绪方面显著优于男童;(2)幼儿社会情绪总分及各维度得分与学习品质总分呈显著正相关关系;(3)幼儿社会情绪总分及寻求帮助、解决冲突和感受情绪3个维度得分均对学习品质有正向预测作用。研究者据此提出教育建议。This study selected 211 preschoolers as research subjects,using The Asia-Pacific Preschool Children*s Development Scale to measure their learning quality and social-emotional development level,and explored the relationship between the two.The study found that:(1)the social-emotional level of preschoolers rapidly improves with age,and girls are significantly better than boys in seeking help and experiencing emotions;(2)the total score of social-emotional level and each dimension score are significantly positively correlated with the total score of learning quality;(3)the total score of social-emotional level and the scores of the three dimensions of seeking help,resolving conflicts,and experiencing emotions all have a positive predictive effect on learning quality.Based on these findings,the researchers provide educational suggestions.

关 键 词：幼儿 社会情绪 学习品质 预测作用 

分 类 号：G610[文化科学—学前教育学]