我國3～6歲幼兒人格發(fā)展現(xiàn)狀及教育建議

摘要： 本研究采用自編的《幼兒人格發(fā)展教師評定問卷(3～6歲)》對我國15個(gè)省54所幼兒園共計(jì)10409名3～6歲幼兒的人格發(fā)展現(xiàn)狀進(jìn)行評定,結(jié)果顯示我國幼兒人格發(fā)展總體水平隨年級(jí)增加呈上升趨勢,人格五維度平均得分隨年級(jí)增加而升高;小班低控型幼兒所占比例高于中、大班,中班過度控制型幼兒占優(yōu)勢,大班適應(yīng)型幼兒有所增加;男生女生在人格不同維度上存在顯著差異,男生人格發(fā)展水平低于女生;總體來看,我國幼兒在智能特征、認(rèn)真自控、外傾性、親社會(huì)性四個(gè)人格維度上的發(fā)展水平都不高,存在創(chuàng)新能力不強(qiáng)、誠實(shí)程度尚需提高、社會(huì)性發(fā)展較弱、低控型人格比例較高等亟待解決的問題。我國學(xué)前教育界應(yīng)提高對幼兒人格發(fā)展的重視,在遵循幼兒人格發(fā)展特點(diǎn)的基礎(chǔ)上,通過提高教師人格培養(yǎng)意識(shí)、改善家庭育兒理念、優(yōu)化社會(huì)環(huán)境等途徑來提高幼兒人格發(fā)展水平。
In this study,teachers used the"Children's Personality Development Teacher Assessment Questionnaire(3 ～6 years old)"to evaluate the personality development status of 10,409 children aged 3～6 years in 54 kindergartens from 15 provinces of China. The results show that:The four dimensions in Children's personality which are agreement, intellectual, conscientiousness and moderate extraversion have a moderately low development level. And the children's personality has some protruding problems,such as,lack of innovation ability,low proportion of honesty,weak in sociality,undercontrolled personality type has more proportion than except. Secondly,the level of early childhood development in China is rising with the increase of grades. As for the type of personality,the proportion of undercontrolled personality type in junior kindergarten is more than the other two grades,the overcontrolled personality type is dominant in middle kindergarten,and the majority personality is the developing type in senior kindergarten. Last but not the least,there are some significant differences in the dimensions of personality between boys and girl. Girls have a higher development level than boys,which should be paid attention to in preschool educa tion field. Personality of children could rise up by some effective means,such as,aware of the characteristic about children's personality development,improving teachers' personality training consciousness,improving family parenting concepts,optimizing social environment and so on.