多子女家庭中同胞教学行为的特点研究
A Study on the Characteristics of Sibling Teaching Behaviors in Families with Multiple Children
DOI: 10.12677/ap.2026.161048, PDF,   
作者: 庞林寒：四川省乐山市犍为县南门小学，四川 乐山
关键词: 同胞教学行为；教授者；学习者；家庭教育；Sibling Teaching Behavior； Teacher； Learner； Family Education
摘要: 为考察多子女家庭中同胞教学行为的特点，随机抽取35对同胞(头胎儿童年龄在5~12岁，二胎儿童年龄在2~7岁)进行研究。本研究让头胎儿童承担教授者角色，二胎儿童承担学习者角色，将教学任务分为数学教学任务与言语教学任务。实验全程进行录制，以视频为依据对儿童的行为进行编码。结果发现无论是在数学教学还是言语教学中，年龄较大的教授者使用的认知策略越多；年龄差距越大，教授者使用的认知策略越多；在数学教学中，男孩作为教授者时使用的认知策略更多；教授者在数学教学中会使用更多的认知策略、更少的讲授，以及更多的消极反馈；学习者在数学教学中会使用更多的消极反馈。家长和教育工作者应该有意识地引导同胞教学行为的发生，增强两名儿童的认知发展。
Abstract: In order to investigate the characteristics of sibling teaching in families with multiple children, 35 pairs of siblings (first-born children aged 5~12 years, second-born children aged 2~7 years) were randomly selected. In this study, first-born children were assigned the role of teacher and second-born children the role of learner; the teaching tasks were divided into mathematics and linguistic teaching tasks. The whole experiment was recorded, and the children’s behaviour was coded according to the video. The results show that the order teachers used more cognitive strategies in both mathematics teaching task and linguistic teaching task; the greater the age gap, the more cognitive strategies the teachers used; in mathematics teaching task, boys used more cognitive strategies as teachers; teachers used more cognitive strategies, less descriptions and more negative feedback in mathematics teaching task; learners used more negative feedback in mathematics teaching task. Parents and educators should consciously guide the sibling teaching to enhance the cognitive development of the two children.
文章引用：庞林寒 (2026). 多子女家庭中同胞教学行为的特点研究. 心理学进展, 16(1), 414-430. https://doi.org/10.12677/ap.2026.161048

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