本文選題：幼兒 + 公平分配行為��； 參考：《江西師范大學(xué)》2012年碩士論文

【摘要】：公平分配行為作為兒童道德發(fā)展的重要內(nèi)容之一，影響著兒童個(gè)性與社會(huì)性發(fā)展。研究幼兒的公平分配行為，有助于對(duì)兒童社會(huì)化及其道德發(fā)展的研究，豐富和精細(xì)化幼兒親社會(huì)行為的研究，為家庭教育、幼兒園教育目標(biāo)的樹立以及幼兒公平利他行為的培養(yǎng)提供科學(xué)依據(jù)。近年來，我國在兒童公平性的定義、結(jié)構(gòu)、測量和發(fā)展上均取得了一些富有價(jià)值的研究成果，但尚未見到系統(tǒng)探討幼兒公平性行為發(fā)展特點(diǎn)及其影響因素的實(shí)證研究。有研究者認(rèn)為，公平行為與兒童的社會(huì)性發(fā)展緊密聯(lián)系,不能忽略社會(huì)情境和兒童的社會(huì)認(rèn)知能力孤立地研究公平，應(yīng)系統(tǒng)考察分配對(duì)象、情境類型等社會(huì)因素及認(rèn)知能力對(duì)幼兒公平分配行為的影響。 本研究在總結(jié)與評(píng)價(jià)國內(nèi)外有關(guān)幼兒公平行為發(fā)展研究的基礎(chǔ)上，旨在探討分配對(duì)象和情境類型及移情能力對(duì)幼兒公平分配行為的影響。采用結(jié)構(gòu)訪談法和情景測驗(yàn)法對(duì)97名學(xué)前幼兒進(jìn)行測試。具體進(jìn)行了三項(xiàng)研究： 研究一采用3(分配對(duì)象)×2(情境類型)兩因素重復(fù)測量實(shí)驗(yàn)設(shè)計(jì)，考察不同分配對(duì)象和情境類型對(duì)幼兒公平分配行為的影響； 研究二采用結(jié)構(gòu)訪談法和情景測驗(yàn)法，考察移情能力對(duì)幼兒公平分配行為的影響； 研究三在研究一和研究二的基礎(chǔ)上，對(duì)97名學(xué)前幼兒公平分配行為和移情能力發(fā)展特點(diǎn)進(jìn)行定量研究，以探討其年齡發(fā)展特點(diǎn)。 研究結(jié)果如下: （1）在面對(duì)不同分配對(duì)象時(shí)，幼兒對(duì)朋友的公平分配行為多于對(duì)陌生兒童的公平分配行為，，對(duì)需要幫助者的公平分配行為多于對(duì)朋友和陌生兒童的公平分配行為； （2）在不同分配情境類型下，兒童在負(fù)向情境所表現(xiàn)的公平分配行為多于在正向情境下的公平分配行為； （3）在面對(duì)不同分配對(duì)象時(shí)，幼兒在正負(fù)向情境下的公平分配行為存在差異； （4）幼兒在負(fù)向情境中的分配行為是公平分配行為的重要表現(xiàn)形式，其對(duì)幼兒公平分配行為具有顯著預(yù)測； （5）移情能力對(duì)幼兒在負(fù)向情境下及對(duì)需要幫助者和朋友的公平分配行為均具有預(yù)測作用； （6）幼兒公平分配行為發(fā)展水平隨年齡增長呈上升趨勢； （7）幼兒移情能力水平隨年齡增長呈上升趨勢，6～6.5歲是兒童移情能力發(fā)展的一個(gè)關(guān)鍵期。幼兒移情能力年齡差異顯著。
[Abstract]:As one of the important contents of children's moral development, fair distribution behavior affects children's personality and social development. It is helpful to study the socialization of children and their moral development, enrich and refine the study of children's pro-social behavior, and contribute to the family education. The goal of kindergarten education and the training of children's fair altruistic behavior provide scientific basis. In recent years, some valuable research results have been obtained in the definition, structure, measurement and development of child equity in China. However, no empirical research has been conducted to systematically discuss the characteristics of children's equity behavior development and its influencing factors. Some researchers believe that fair behavior is closely related to the social development of children, so we should not ignore social situations and children's social cognitive ability to study equity in isolation. The influence of social factors such as situational type and cognitive ability on children's fair distribution behavior. On the basis of summing up and evaluating domestic and international researches on the development of infant fair behavior, the purpose of this study is to explore the effect of distribution object, situation type and empathy ability on children's fair distribution behavior. 97 preschool children were tested by structured interview and situational test. Three specific studies were carried out: In the first study, we used 3 (distribution object) 脳 2 (situational type) two factors to measure repeatedly, and investigated the influence of different distribution object and situation type on children's fair distribution behavior. In the second study, the influence of empathy ability on children's fair distribution behavior was investigated by means of structured interview and situational test. On the basis of the first and second studies, the characteristics of 97 preschool children's fair distribution behavior and empathy ability were studied quantitatively in order to explore the characteristics of their age development. The findings are as follows: (1) in the face of different distribution objects, children's fair distribution behavior to friends is more than that to unfamiliar children, and the fair distribution behavior to those in need of help is more than that to friends and strange children; (2) under different distribution situations, children's fair distribution behavior in negative situation is more than that in positive situation; 3) in the face of different distribution objects, there are differences in children's fair distribution behavior in positive and negative situations; (4) the distribution behavior of children in negative situation is an important form of fair distribution behavior, which has significant prediction to children's fair distribution behavior; (5) empathy ability can predict the behavior of children in the negative situation and the fair distribution of people and friends in need of help. 6) the development level of children's fair distribution behavior showed an upward trend with the increase of age. (7) the level of empathy ability of young children increased with the increase of age. 66.5 years old is a key period for the development of children's empathy ability. The age difference of children's empathy ability was significant.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G610

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