BOPPPS实践对幼儿心理素质发展的影响

The Effect of BOPPPS Teaching Design on the Development of Children’s Psychological Suzhi

摘要: 本研究以83名4~5岁幼儿为研究对象，采用实验组/对照组前后测实验设计，考察BOPPPS实践对幼儿心理素质发展的影响。结果发现：(1) 在前测中，实验组与对照组幼儿在心理素质(认知、个性、适应性)得分上均无显著差异；(2) 在后测中，实验组幼儿的心理素质得分显著高于对照组，具体表现在认知因素、个性因素、适应性三个子能力上。研究表明，BOPPPS实践可以有效促进4~5岁幼儿心理素质的发展。

Abstract: The present study attempted to use a 2 (group: BOPPPS training vs no-training) × 2(test time: pre vs post) between-and-within-subjects design to investigate the effect of BOPPPS teaching on the psychological suzhi of 4- to 5-year-old children. A total of 83 children participated in our study. The results revealed that (1) in the pre-test, there was no significant effect of psychological suzhi between BOPPPS teaching design training group and no-training group in any of the three components of psychological suzhi (cognitive, personality, or adaptability); (2) in the post-test, the three components of psychological suzhi improved significantly in BOPPPS teaching design group, while no significant differences were found in no-training group on any of the three components. These findings suggest that the BOPPPS teaching can effectively promote the development of psychological suzhi in young children aged 4 to 5 years.