教师态度与指导方式对幼儿坚持性影响的实验研究

本研究采用3×2×2(年龄×教师态度×言语指导方式)三因素完全随机实验设计,考察了教师态度和言语指导对3~6岁幼儿坚持性的影响。其中幼儿年龄、教师态度及言语指导方式为实验的自变量,幼儿坚持完成任务的时间为实验因变量,设计4种实验情境,并随机选择沈阳市两所幼儿园,分层选取小、中、大班的幼儿作为实验研究的被试,年龄分布在3~6岁之间,每种情境下每个年龄段的有效被试各为30人,男女各半,共360人。研究结果表明:(1)3~6岁幼儿的坚持性随着年龄的增长而逐渐发展,且4~5岁是幼儿坚持性发展的转折期;(2)不同的教师态度对幼儿的坚持性影响显著;(3)不同的言语指导方式对幼儿坚持性影响显著;(4)教师积极态度下,多次言语指导对幼儿的坚持性会产生最积极的影响。

Study on the Impact of Teachers' Attitudes and Ways of Guidance on Pre-School Children's Persistence

This study explores the impact of teachers'attitude and verbal guidance on the persistence of 3～6 years old children,employing a total random experimental design of 3×2×2(age×teachers'attitude×ways of verbal guidance).In this experiment,age,teachers'attitude and ways of verval guidance are all independent variables,and the time of children's persistence on the targeted tasks are the dependent variable.Four experimental cases are designed and implemented in the two randomly selected kindergardens in Shenyang City.The sujectes between 3 to 6 years old are selected in different levels of the yongest,medium and oldest classes and altogether 360 children are involved in the experiment with half females and half males.Thus,each experimental case has 30 subjects covering all the ages and with females and males half by half.The result shows that:(1)the persistence of children between 3 and 6 years old gradually develops with each year and the years between 4 and 5 are the key transformational period;(2)the attitude of different teachers has a significant impact on children's persistence;(3)different ways of verbal guidance have a significant influence on children's persistence;(4)with teachers'positive attitude,multiple times of verbal guidance have the most positive influence on children's persistence.