同伴交往促进学前儿童性别角色社会化发展的策略研究  

A Strategy Study on Peer Communication Promoting the Development of Preschool Children’s Gender Role Socialization

作　　者：周小雅 

机构地区：[1]西华师范大学教育学院,四川 南充

出　　处：《教育进展》2023年第3期1163-1168,共6页Advances in Education

摘　　要：儿童性别角色社会化是指儿童为能胜任某种或多种社会角色进行的角色行为模式模仿和学习的过程。同伴交往可以通过促进学前儿童的性别认同,引导学前儿童的性别角色行为和改变学前儿童的性别刻板印象来影响儿童性别角色社会化。但仍存在着家长干预、教师不重视、教师未正确引导等问题,导致同伴交往未能发挥其积极影响。利用同伴交往促进学前儿童性别角色社会化的策略包括教师需重视家园合作,提高自身双性化教育素养,正确引导学前儿童的同伴交往。The socialization of children’s gender roles refers to the process of imitating and learning the role behavior patterns of children in order to be competent for one or more social roles. Peer communication can affect children’s gender role socialization in several ways, such as promoting preschool children’s gender identity, guiding preschool children’s gender role behavior and changing pre-school children’s gender stereotype. However, there are some problems causing it can not play its positive role, such as parents’ intervention, teachers’ lack of attention, teachers’ improper guidance, and so on. The strategies of using peer communication to promote the socialization of gender roles of preschool children in clued teachers should attach importance to home cooperation, improve their own androgynous educational literacy, and correctly guide the peer communication of pre-school children.

关 键 词：同伴交往 性别角色社会化 性别角色刻板印象 

分 类 号：G61[文化科学—学前教育学]