學(xué)齡前兒童的親社會行為動機(jī)

摘要： 學(xué)齡前兒童親社會行為的培養(yǎng)是學(xué)前教育的重要內(nèi)容之一。明確學(xué)齡前兒童親社會行為的動機(jī),能幫助教育者更好地了解其親社會行為的本質(zhì),為在學(xué)前教育中有效地培養(yǎng)兒童的親社會行為提供理論依據(jù)。本研究從內(nèi)部動機(jī)和外部動機(jī)兩個方面對近年來學(xué)齡前兒童親社會行為動機(jī)的研究進(jìn)行了梳理,結(jié)果發(fā)現(xiàn)從目前已有研究成果來看,學(xué)齡前兒童做出親社會行為的內(nèi)部動機(jī)包括自主動機(jī)和受控動機(jī)兩類,其中自主動機(jī)包括移情、兒童對當(dāng)前是否實(shí)施親社會行為的自主選擇;受控動機(jī)包括感激和內(nèi)疚?；セ萜诖?、聲譽(yù)和服從權(quán)威則是激發(fā)兒童親社會行為的重要外部動機(jī),然而外部獎勵卻被證實(shí)會削弱兒童的親社會行為動機(jī)。未來應(yīng)加強(qiáng)動機(jī)單獨(dú)效應(yīng)與綜合效應(yīng)的研究,探索動機(jī)與其他影響因素之間的關(guān)系,以及了解兒童認(rèn)知能力的發(fā)展與親社會行為動機(jī)之間的關(guān)系等。在培養(yǎng)學(xué)齡前兒童的親社會行為時,家長和教師應(yīng)考慮兒童不同類型親社會行為動機(jī)發(fā)展的關(guān)鍵時期,充分利用兒童社會交往的具體情境,采用以引導(dǎo)為主的方式促進(jìn)兒童的親社會行為表現(xiàn),并慎用外部物質(zhì)獎勵引發(fā)兒童親社會行為。
The cultivation of prosocial behavior in preschool children is one of the key contents in preschool education. The clarification of the motivation underlying preschoolers 'prosocial behavior serves to uncover the nature of prosociality. Moreover,it provides a theoretical basis for effectively promoting children's prosocial behavior in early development. From the perspective of internal and external motivation,this paper reviews the recent findings in the study of preschool children's prosocial motives. In terms of internal motivation,empathy is an important driving prosocial behavior of preschool children. Freedom choice will affect the occurrence of children's prosocial behavior in the future. Meanwhile,guilt and gratitude are common internal prosocial motives in preschool children. In terms of external motivation,reciprocal expectation,reputation and obedience to authority are all important factors to stimulate children's proso cial behavior,and external rewards have been proved to undermine the prosocial tendencies in young children.In addition,this paper prospects the future research direction of prosocial motivation in preschool children,and puts forward suggestions on how to cultivate prosocial behavior for preschoolers.