【摘要】： 本研究采用自行設(shè)計(jì)的兩類故事情境,以天津師范大學(xué)幼兒園120名4～6歲幼兒為研究對(duì)象,將4～6歲幼兒分成3個(gè)年齡組,通過(guò)實(shí)驗(yàn)一和實(shí)驗(yàn)二分別考察不同年齡幼兒對(duì)簡(jiǎn)單情境和沖突情境的情緒認(rèn)知能力的發(fā)展特點(diǎn)。實(shí)驗(yàn)均以情緒識(shí)別和情緒歸因?yàn)橹笜?biāo),旨在研究不同情境對(duì)幼兒情緒認(rèn)知的影響。結(jié)果表明: (1)無(wú)論在積極情境或消極情境中,三個(gè)年齡組幼兒的情緒識(shí)別能力和歸因能力均隨年齡增長(zhǎng)而逐漸提高。特別是在消極情境中,4～5歲間差異顯著,而5～6歲間則相對(duì)平緩。 (2)幼兒對(duì)高興和難過(guò)兩種情緒的識(shí)別具有顯著差異,對(duì)以高興為代表的積極情境的識(shí)別能力顯著高于以難過(guò)為代表的消極情境;幼兒對(duì)兩種不同情境具有不同的情緒歸因方式,對(duì)積極故事情境中主人公的情緒歸因方式以內(nèi)部歸因?yàn)橹?對(duì)消極情境的情緒歸因方式則以外部歸因?yàn)橹鳌?(3)幼兒對(duì)積極情境中情緒表達(dá)者和情緒接受者的情緒識(shí)別差異不顯著;對(duì)消極情境中情緒表達(dá)者和情緒接受者的情緒識(shí)別差異顯著,差異主要表現(xiàn)在4歲組幼兒,他們對(duì)情緒表達(dá)者的情緒識(shí)別能力顯著高于接受者;在積極情境中,幼兒對(duì)情緒表達(dá)者的情緒產(chǎn)生原因認(rèn)識(shí)更深刻,他們能夠通過(guò)內(nèi)部因素判斷故事主人公的情緒狀態(tài),而對(duì)情緒接受者的情緒產(chǎn)生原因的判斷主要依據(jù)外部因素;在消極情境中,幼兒對(duì)情緒表達(dá)者的情緒產(chǎn)生原因認(rèn)識(shí)還有一定困難,更多的情緒歸因判斷主要依據(jù)外部因素,而對(duì)情緒接受者的情緒歸因更困難,其中將近一半的幼兒不能對(duì)情緒接受者情緒產(chǎn)生的原因進(jìn)行正確的解釋。 (4)無(wú)論在以利他為結(jié)果或以利己為結(jié)果的沖突情境中,三個(gè)年齡組幼兒對(duì)故事主人公的情緒識(shí)別能力均隨年齡增長(zhǎng)而逐漸提高,4～5歲間差異顯著,而5～6歲之間則相對(duì)平緩;4歲組幼兒對(duì)沖突情境的情緒歸因方式主要以結(jié)果定向?yàn)橹?5歲和6歲組幼兒進(jìn)行情緒歸因時(shí)逐漸考慮道德因素,情緒歸因方式向“道德定向”發(fā)展。 (5)幼兒對(duì)兩種類型的沖突情境的情緒識(shí)別具有顯著差異,幼兒對(duì)以利他為結(jié)果的沖突情境的情緒識(shí)別能力顯著高于以利己為結(jié)果的沖突情境;幼兒對(duì)不同類型沖突情境的情緒歸因方式具有顯著差異,幼兒傾向于對(duì)以利他為結(jié)果的情境進(jìn)行道德定向歸因,對(duì)以利己為結(jié)果的沖突情境傾向于結(jié)果定向歸因。
[Abstract]:In this study, 120 4-6-year-old children in kindergarten of Tianjin normal University were divided into three age groups by using two kinds of story situations designed by themselves. The developmental characteristics of emotional cognitive ability of children of different ages to simple situation and conflict situation were investigated by experiment one and experiment two, respectively. The purpose of the experiment was to study the effects of different situations on children's emotional cognition by means of emotional recognition and emotional attribution. The results showed that: (1) in both positive and negative situations, the emotional recognition ability and attribution ability of children in three age groups increased gradually with the increase of age. Especially in the negative situation, the difference between 4 and 5 years old was significant, while that between 5 and 6 years old was relatively mild. (2) there were significant differences in the recognition of happy and sad emotions, and the ability to identify positive situations represented by happiness was significantly higher than that of negative situations represented by sadness; Children have different ways of emotional attribution to two different situations. The emotional attribution mode of the protagonist in the positive story situation is mainly internal attribution, while the emotional attribution mode of negative situation is mainly external attribution. (3) there was no significant difference in emotion recognition between emotional expression and emotion recipient in positive situation. There was a significant difference in emotion recognition between emotional expression and emotion recipient in negative situation. The difference was mainly expressed in 4-year-old children, and their ability of emotion recognition was significantly higher than that of acceptor in 4-year-old group. In the positive situation, children have a deeper understanding of the emotional causes of emotional expressions.They can judge the emotional state of the protagonists by internal factors, while the emotional reasons of emotional recipients are mainly based on external factors. In the negative situation, it is difficult for young children to understand the emotional causes of emotional expression. More emotional attribution judgment is mainly based on external factors, but the emotional attribution of emotional recipients is more difficult. Nearly half of these children fail to properly explain the causes of emotion among emotional recipients. (4) in the conflict situations of altruism or egoism, the emotional recognition ability of children of three age groups to the protagonist of the story was gradually improved with the increase of age, and there was a significant difference between 4 and 5 years of age. But between 5 years old and 6 years old, they were relatively smooth; The emotional attribution of 4-year-old children to the conflict situation was mainly result-oriented. The emotional attribution of 5-year-old and 6-year-old children gradually considered the moral factor, and the emotional attribution developed to "moral orientation" in the 5-year-old and 6-year-old children. (5) there are significant differences in emotion recognition between the two types of conflict situations, and the emotion recognition ability of children to the conflict situations with the result of altruism is significantly higher than that with the result of self-interest. There are significant differences in children's emotional attribution to different types of conflict situations. Children tend to moral attribution of altruistic situations and self-interested situations tend to result in results-oriented attribution.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G444;B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 王少華;留守兒童的心理彈性對(duì)自尊、情緒加工偏向的影響研究[D];廣州大學(xué);2012年

，

本文編號(hào)：2461441