小学低年级儿童亲社会行为的性别与年级差异研究

A Study on Gender and Grade Differences in Prosocial Behaviors of Lower-Grade Primary School Children

摘要: 亲社会行为是个体社会适应性的一个重要指标，而对于小学低年级儿童加强其亲社会行为习惯，能够让他们更好地适应学校环境，提高他们社会化水平，这不仅有利于他们有较高的同伴和教师接纳，还对小学低年级儿童的健康成长发挥着举足轻重的作用。因此本研究利用儿童亲社会行为自陈量表，对小学1~3年级共300名学生进行研究旨在探讨小学低年级学生亲社会行为的性别与年级差异。结果显示，性别和年级对亲社会行为程度的主效应显著，男生的亲社会行为程度低于女生，三年级学生低于一、二年级学生，且性别与年级交互作用边缘显著。研究结论指出，小学低年级是塑造亲社会行为的关键期，教育者应抓住这一时期，通过营造积极的班级文化和设计合作情境等方式，促进学生的亲社会行为发展。同时，针对性别差异和三年级亲社会行为的滑坡现象，提出针对性的教育建议，以弥合性别差异并应对中年级行为衰减的挑战。

Abstract: Prosocial behavior is an important indicator of individual social adaptability, and strengthening their prosocial behavior habits can help lower primary school children better adapt to the school environment and improve their socialization level. This not only benefits their high peer and teacher acceptance, but also plays a crucial role in the healthy growth of lower primary school children. Therefore, this study used the Children’s Prosocial Behavior Self Report Scale to investigate gender and grade differences in prosocial behavior among 300 primary school students in Grades 1~3. The results showed that gender and grade had significant main effects on the degree of prosocial behavior, with boys having lower levels of prosocial behavior than girls, third grade students having lower levels than first and second grade students, and the interaction between gender and grade was marginal. The research conclusion points out that the lower grades of primary school are a critical period for shaping prosocial behavior, and educators should seize this period to promote the development of students’ prosocial behavior through creating a positive class culture and designing cooperative situations. At the same time, targeted educational recommendations are proposed to address gender differences and the decline of prosocial behavior in third grade, in order to bridge gender differences and address the challenges of declining behavior in middle grade.