3-6岁幼儿健全人格发展的教育促进研究

【作者】 金芳；

【导师】 杨丽珠； 孙岩；

【作者基本信息】 辽宁师范大学 ， 发展与教育心理学， 2014， 博士

【摘要】 人格的完善是教育永恒的追求，塑造健全人格是当前教育倡导的方向。目前，国外关于人格培养主要集中在对人格缺陷患者的干预和对青少年群体道德品质的培养两个方面。而国内对于人格的培养研究多以理论探讨为主，实验研究相对较少。对人格特质的培养研究多，对整体人格的塑造少。在研究对象上，对大学生群体关注多，对幼儿群体关注少。幼儿期是个体人格开始形成时期，也是多种人格特质发展的关键期，早期形成的个性品质影响人一生的学习、生活和工作。我们应立足于幼儿的身心特点，以社会发展的需要为参考，以幼儿人格理论研究为基础，构建有效的人格教育体系，以促进幼儿健全人格的发展。研究1：幼儿健全人格发展目标的构建。本研究首先明确了幼儿健全人格教育的意义及原则，然后编制了幼儿健全人格培养目标确立的教师评定问卷，让幼儿教师对问卷中列出的15个幼儿人格特质项进行重要性排序，通过重复测量方差分析，研究确定了幼儿健全人格发展的总目标。以总目标为依据，通过文献分析法和问卷调查法，又提出了幼儿健全人格发展的年龄阶段目标。研究2：幼儿健全人格教育游戏活动库设计。本研究以发展幼儿的积极人格特质为目标，以幼儿人格发展的关键期和年龄阶段目标为依据，以游戏为教育载体，为3~6岁幼儿设计人格教育游戏库。通过一系列的修订方法最终确定了54个人格教育游戏，并通过预实验进一步完善和检验了人格教育游戏。研究3：幼儿健全人格促进的教育现场实验。本研究以人格教育游戏库为自变量，以幼儿人格发展为因变量，使用问卷评定和情境实验两种测评方式，在一所幼儿园的小、中、大班分别选择实验班和控制班开展半年的教育现场实验，以此验证人格教育游戏的有效性。研究4：幼儿健全人格培养的事件相关电位研究——基于自我控制的分析。本研究以幼儿人格结构中的核心特质——自我控制为测量的因变量，选择实验组和对照组幼儿进行现场实验，采用Go/Nogo实验任务范式，考察自我控制游戏训练对幼儿神经生理变化的影响情况，进一步从生理角度揭示了人格教育游戏的有效性。研究主要得出以下结论：1.幼儿健全人格的发展关系到幼儿未来的终身发展，健全人格教育应从幼儿期开始，并贯彻以幼儿为本、以社会为本和以知识为本三个本位于一体的原则。2.幼儿人格结构是幼儿健全人格教育的重要理论依据。幼儿健全人格发展的目标是幼儿人格结构中的典型积极人格特质的发展，即为认真尽责，自我控制，诚实礼貌，合作交往，自主进取，自尊自信，情绪适应，同情助人，探索创造的和谐发展。3.幼儿健全人格发展具有年龄阶段性和发展的关键期，应依据各人格特质的年龄特点、当前国家关于幼儿发展的相关条例和幼儿园教育实际提出幼儿健全人格发展的年龄阶段目标。4.幼儿健全人格教育应选择最佳的教育载体，游戏自身所具有的体验性和教育性使其能够成为幼儿健全人格教育的最佳载体。5.幼儿健全人格教育实践的关键在于设计有效的教育实验因子。综合维果茨基的最近发展区理论、积极心理学的人格培养理论和发展的关键期理论，以发展幼儿积极人格特质为目标，依据幼儿积极人格特质发展的年龄特点和关键期设计的54个人格教育游戏是有效的，能够作为幼儿健全人格教育实验的自变量。6.采用准实验设计，运用问卷评定和情境实验评定两种方式开展的小、中、大班三个年级的教育现场实验说明了人格教育游戏能够促进幼儿健全人格的发展，两种评定方式的结果基本一致。7.自我控制作为幼儿健全人格发展的重要目标，其既受生理成熟的影响，也受到教育等外在因素的作用，实验组对照组幼儿实验前后的Nogo-N2和Nogo-P3成分的平均波幅变化情况说明了自我控制游戏对幼儿的神经生理改变的影响，也进一步证实了人格教育游戏的有效性。更多还原

【Abstract】 The perfection of personality is an eternal pursuit of education. To shape soundpersonality is the direction of current education. At present, researchers abroad mainlyconcentrate on the following two aspects: intervention of the patients with personalitydisorders and the cultivation of teenagers’ moral quality. In our country, studies on thecultivation of personality were mainly concentrated on theoretical discussion, whileexperiment studies were relatively few. The intervention studies on personality traits weremore, but fewer studies on the cultivation of the integral personality. As for the study object,college students were more taken into account compared with children. Individual personalitybegins with the early childhood, which is a critical period because it is in the early childhoodthat a variety of personality traits began to develop. The early formation of the personalitytraits affects a person’s learning, life and work along with his entire life. To promote thedevelopment of children’s sound personality, we should construct effective system ofpersonality education on the basis of children’s personality theoretical research, according topreschool children’s physical and mental characteristics and the needs of social developmentStudy1: Establishment of preschool children’s sound personality development goals. Wefirstly made clear the significance and principles of preschool children’s sound personalityeducation. Based on these principles, we draw up preschool children’s sound personalityeducation goals teacher’s rating questionnaire. In the questionnaire, teachers sorted outchildren’s15personality traits according to their importance. Using repeated measuresanalysis of variance for data obtained from questionnaire we determined the preschoolchildren’s sound personality education general goals. Based on general goals, we put forwardthe preschool children’s sound personality education age targets using the literature analysisand questionnaire.Study2: The design of children’s sound personality education games. We designedgames for3~6years old children to develop their positive personality on the basis of thecritical development period and age stage goals of children’s personality. We determined the54personality education games through a series of revision. Furthermore we perfected andexamined the personality education games through the pilot experiment.Study3: Natural Experiments on the development of children’s sound personality. Thegames are independent variables and children’s sound personality is dependent variable. Experimental classes and controlled classes were selected, and the experiment lasted half ayear. Natural experiments were carried out among3different ages in a kindergarten, andquestionnaire survey and situational experiment assessment to examine the effectiveness ofthe games.Study4: The event-related potentials (ERPs) experiment of children’s sound personalitycultivation——based on analysis of self-control. Taking self control as dependent variableand using the Go/Nogo experiment task paradigm, we examined the preschool children’sneural physiological changes in the experimental group and control group after a semester’snatural experiments, further presenting the effectiveness of the education activities from theperspective of physiology.Main conclusions were drawn as follows:1. The development of the preschool children’s sound personality is related to children’slifelong development. We should implement personality education in early childhood.Carrying out personality education should be based on the characteristics of preschoolchildren, social development needs and the personality theory researches.2. The theory of children’s personality structure is an important basis of preschooler’ssound personality education. The goals of preschooler’s sound personality development wereto develop typical and positive personality traits in the personality structure, which wereearnest/responsibility, self control, honest/politeness, cooperation/contact,independent/enterprising, self-esteem/self-confidence, emotional adjustment,sympathetic/helpfulness, exploration/creativity.3. There are different phases and the critical periods in the development of preschooler’ssound personality. Age targets of sound personality education were proposed on the basis ofthe characteristics of preschooler’s personality, on the national regulations of children’sdevelopment and kindergarten education practices.4. The operational and educational games could be seen as the best carrier ofpreschooler’s sound personality education.5. The key of preschooler’s sound personality education was to design the effectiveeducation activities. Under the guidance of the theory of the zone of proximal development,positive psychology’s personality cultivation and critical development period,54personalityeducation games we devised according to the characteristics of children’s positive personality development could be used as effective independent variable in children’s sound personalityeducation experiment to develop positive personality traits.6. We adopted quasi-experimental design, and used questionnaire and situationalexperiment assessment in field experiments. We found the overall personality educationgames would promote the development of children’s sound personality. The results from thetwo evaluation methods were similar.7. Self control, as an important target in the development of children’s sound personality,is influenced by physiological maturity and the external factors. The average amplitude ofNogo-N2and Nogo-P3from experimental group and the control group children before andafter the experiment showed that self control games have influenced young children’s neuralphysiological changes, and the validity of the personality education games further havingbeen confirmed.更多还原