目的 比较混龄教育模式和同龄教育模式对幼儿分享行为的影响,为广泛开展混龄编班的教育模式提供依据。方法 设置糖果、玩具、经验三种不同的分享物,区分两组不同的分享对象-低龄幼儿和同龄幼儿,对来自不同教育模式的 60名中班和大班幼儿进行考察。 结果 幼儿的分享行为不存在显著的性别效应,但是对不同分享物的分享行为差异有统计学意义(P<0.05)。混龄教育幼儿对不同分享物的分享行为成绩从高到低依次为经验分享、玩具分享、糖果分享;同龄教育幼儿对不同分享物的分享行为成绩从高到低依次为经验分享、糖果分享、玩具分享。混龄教育的幼儿比同龄教育的幼儿更倾向于与低龄幼儿分享,这一效应在玩具分享中差异有统计学意义(P<0.05)。 结论 混龄教育可显著促进儿童与低龄对象的分享行为。

Objective To compare the sharing behavior of children coming from two different education models,and provide some evidence for the prevalence of mixed-age education. Methods The study used the sweets,the toy car and the learning experience as three different things to be shared,and discriminated two different sharing objects-the younger children and the same-age children,with the subjects being sixty preschoolers coming from two different education models. Results There was no significant gender effect,but the effect of different sharing things was absolutely obvious(P<0.05).The mixed-age education children were more likely to share learning experience than toy car and sweets,while the same-age education children demonstrated a similar trend.Besides,the mixed-age education children were more willing to share with their younger partners,this effect was significant in the condition when they shared toy car(P<0.05). Conclusion Mixed-aged education could accelerate children's sharing behavior with their younger partners.